Professional Documents
Culture Documents
Seite 2 von 30
Seite 3 von 30
Structure
Preface 1. 2. Aims of the projekts Description of work process 2.1 Stocktaking 2.2 Product and structural comparison 2.3 Toolbox modell Construction Site Practical Manager 2.4 Credit point system 2.5 Verifiability of units 3. Project results 3.1
3.1.1
3.2 3.3
3.3.1
Strategies in Germany 3.3.2 Strategies 3.3.3 Strategies 3.3.4 Strategies 3.3.5 Strategies 3.3.6 Strategies
3.4
Process to validate learning outcomes of individual units of the Construction Site Practical Manager qualification
3.4.1
Backgrounds 3.4.2 Procedure within the framework of the process 3.5.3 Outlook
4. 5. 6.
Summary Project Partners List of people involved 6.1 6.2 People involved in the project work people interviewed as experts
Seite 4 von 30
Preface
One of the major challenges Europe will have to face over the next few years will be to find a solution on how to make the qualifications and competences acquired in vocational education and training (VET) transparent and facilitate credit transfer. The development of strategies for lifelong learning and mobility are as indispensable to develop a knowledgebased Europe as increased cooperation in VET. In the Copenhagen Declaration, European education ministers and the European Commission have committed themselves to introducing a European Credit Transfer System for Vocational Education and Training (ECVET). Citizens increasingly need to be able to follow individualised learning and work pathways on different levels of education and training, for different occupations and sectors and in different countries. Within the framework of the Leonardo da Vinci project Formation Credit Points and under the auspices of Chamber of Crafts Trier (Handwerkskammer Trier), eight project partners from Belgium, Germany, Austria, the Czech Republic, Spain and Slovakia prepared a contribution for a single European currency for VET qualifications and competences on the basis of a modular further training model termed Praxismanager auf der Baustelle (Construction Site Practical Manager). The project results laid down in the following should be integrated into the current concept development of national qualifications frameworks and the designing of related credit transfer systems. In this way, the project will make a major contribution towards adapting systems in VET and making Europe the most competitive and dynamic knowledge-based economy in the world.
Seite 5 von 30
Seite 6 von 30
In addition, the project team worked on the relationship of ECVET with EQF (European Qualifications Framework). The ECVET approach with its focus on qualifications and units can gain by being integrated into a qualifications framework that functions as a translation tool for the CSPM level, particularly with regard to the clarity and unambiguousness of classification into employment systems. Based on the comprehensive competence descriptors pursuant to the proposal for a recommendation on the EQF, the working group considered Level 5 a realistic reference level. As assignments to levels are often made on the basis of semantic details, competence descriptions for Level 5 in the EQF proposal for a recommendation made in September 2006 will be quoted in German and English: Leiten und Beaufsichtigen in Arbeits- oder Lernkontexten, in denen nicht vorhersehbare nderungen auftreten - berprfungen und Entwicklung der eigenen Leistung und der Leistung anderer Personen - Exercise management and supervision in contexts of work or study activities where there is unpredictable change - review and develop performance of self and others The conclusion of the project outlines the scope and major elements of an important intermediary or upper intermediary qualification in the construction sector. The supra regional extension of labour markets and the business sphere requires information about IVET and VET and qualifications that should be as valid as possible. These cannot be provided by commonly used formal educational classifications (such as ISCED), particularly if a qualification is concerned that, in many countries, is largely determined by work experience (informal learning) and non-formal continuing vocational education and training (CVET). ECVET is oriented towards domains of professional competence and not simply towards formal educational qualifications. Professional competences, viz. domain-specific knowledge and skills however, need to age in learning processes within work contexts. Informal learning or work experience must therefore be taken into account in the EQF NQF. It is necessary to approximate the qualification more closely as well as the real qualification paths and forms of validating learning outcomes. Therefore, in the final project stage, aspects of validating learning outcomes were examined on the basis of HR management approaches. This European project aims to contribute towards developing ECVET on the basis of an exemplary employment and business sector, particularly in terms of defining a qualification and its units as well as their validation.
Seite 7 von 30
2.1 Stocktaking
The stocktaking procedure aimed to collect comparable relevant further training regulations and curricula, or comparable documents, within the framework of the partnership, for the acquisition of interdisciplinary leadership know-how in occupations in the construction sector. Due to the IVET and further training programmes existing in the partner countries the collection was restricted to the occupation of bricklayer. The toolbox model to acquire leadership knowledge in the bricklayer occupation was structured as follows: Technical knowledge: working methods, specialist knowledge (safety on the job, construction plans, quality management) Business knowledge: work planning, business planning Training: social competences, HR management The result of the stocktaking process was a research basis generated by the European partnership for the joint development of a modular toolbox system to acquire leadership knowledge in the bricklayer occupation.
Seite 8 von 30
The following basic structure was selected for the toolbox model:
Construction Site Practical Manager Unit - Knowledge - Skills - Competence Safety Work Planing
Teamwork
Enviromental protevction
Reading of plans
Cost awareness
For the units it does not matter if the individual learning unit builds on attendance phases (face-to-face learning), distance learning, e-learning or informal learning. The exemplary collection of e-learning units from Germany, Austria and Spain complements the toolbox system in terms of content. It can be downloaded from the projects web pages. The units need to be verifiable. The relevance of a unit must be assessed by experts. According to these judgements, the units are assigned credit points.
Seite 9 von 30
Responses or answers to job-specific success-critical core situations typical for the profession could serve as a basis for assessing the knowledge, skills and competence acquired in the past. The inclusion of sectoral experts in the assessment of situations aims to ensure that the theoretical content of the different units are tested by applying practical situations that should be as reality- and action-oriented as possible.
3. Project results
3.1 The unit system
Zentrale Aufgabe des vorliegenden Projektes war die Bestimmung von Qualifikationen und Kompetenzen, die in den einbezogenen Partnerlndern von einem Construction Site Practical Manager (CSPM) erwartet werden. Dazu wurden auf der Basis von regionalen Analysen der Partner in gemeinsamen Besprechungen neun Qualifikations/Kompetenzbereiche eingegrenzt, die in allen Partnerlndern relevant sind. Neben der fachlich-technischen Qualifikation sind dies vor allem die folgenden acht berfachlichen Bereiche: Teamwork und Mitarbeiterfhrung, Sicherheit, Arbeitsplanung, Umweltschutz, Regeln, Qualittssicherung, Lesen und Umsetzen von Plnen und Kostenbewusstsein. Mit Blick auf die zeitlichen Mglichkeiten im Projekt erfolgte eine Eingrenzung auf die Beschreibung von Units fr die herausgestellten berfachlichen Qualifikationsbereiche.
Seite 10 von 30
Skills
delegate to individual employees and follow up on work assignments taking into account the work requirement, performance prerequisites and individual aptitude to work, assess the results of work with regard to execution and quality
communicate corporate information clearly and in a targeted manner ensure motivating working conditions develop and communicate behaviour rules for corporate cooperation and ensure they are observed hold conflict-resolution and appraisal talks prepare employers references prepare and hold work meetings and summarise results instruct trainees, unskilled and skilled employees, specify assignments and implement them act as a mediator in the case of differing demands and requirements of employees, on the one hand, and of construction management, on the other
develop requirement profiles on the basis of work requirements plan and implement induction phases for new employees in a structured manner assess the potential of employees and recommend appropriate training measures for the further development of employees to ensure they can cope with specific work requirements
Competence
take on responsibility for oneself and others positive image of mankind, stable personality strong communicative skills and willingness to communicate, integration ability prevent, identify, tackle and resolve conflict ability to work in teams assertiveness, critical awareness, judgement intercultural skills
Unit: Safety Knowledge know legal bases and be able to distinguish between areas of application:valid European and national standards and principles assess safety rules, regulations, and laws and describe how to implement them at the construction site: safety at work, health protection, hygiene at work (cleanliness at work), and fire protection, protection of the construction site describe requirements on safety and hygiene at work on the basis of the situations below: handling of loads work at heights pollutants safety and fire protection equipment personal protective gear documentation of situations on the basis of safety legislation obligation to conduct training seminars and examinations
Seite 11 von 30
Skills
assess and apply regulations on safety at work, health protection, hygiene at work (cleanliness at work), fire protection apply technical equipment and technological procedures in line with safety and fire protection regulations prepare, implement and document the introduction of employees to regulations of occupational health and health protection legislation
use of personal protective gear within the meaning of valid regulations assess the employees abilities (working at heights, body postures and balance) trigger measures in case of accidents, organise first aid
Competence
stamina, ability to work under pressure, particularly in emergencies ability to work at heights, sensitivity for body posture and balance safety awareness and sense of responsibility independence
Unit: Work planning Knowledge know general basics of work planning for work on the construction site: cycles and phases in the planning process required steps in the work process planning instruments for cost and time planning problem-solving and decision-making processes organisational forms
know about work preparation measures and describe them on the basis of given situations: inspection and analysis of construction site schedules and execution plans construction implementation and its tools
Skills
prepare realistic workflow plans and schedules for staff on the basis of construction planning coordinate plans and adapt them to changed requirements reports planning / construction documentation transfer of construction documentation to other work
Competence
organising skills realistic assessment of the workers willingness to work and skills teamwork, assertiveness, critical awareness, communication skills responsibility for employees, resources and the environment judgement intercultural skills
Seite 12 von 30
Unit: Environmental Protection Knowledge understand and know processes, legal rules, standards and protective measures related to environmental protection and health analyse and integrate processes and workflows and examine environmental standards in building construction for: preventive measures in the field of sanitation and hygiene of workers storage and disposal of poisonous or dangerous substances identify and describe possible defects
Skills
adhere to and implement environmental protection standards regarding: employees machinery installations storage
Competence
environmental awareness: ability to assess unexpected situations as regards to their effects and hazards for the environment, in cases where advice from superiors is required and in cases where privacy must be respected
resource-saving behaviour
Unit: Rules Knowledge know rules and legal bases for work on the construction site: legislation and jurisdiction labour law fundamentals terminology and language in construction legislation assess construction-specific legal bases and present them on the basis of situations: construction legislation technical rules and standards contract and tendering legislation contract legislation regarding the involvement of subcontractors and external service providers guidelines for places of work and accommodation
Seite 13 von 30
Skills
identify legally relevant situations at the construction site and put rules and legal bases both into practice and into the construction site workflow
explain rules comprehensibly and emphatically and formulate them as applicable instruction and examine adherence to rules
identify and analyse deviations from standards and infringements of rules, and assess their type and gravity decide if any countermeasures and/or elimination is required, and suggest and introduce countermeasures and/or elimination
point out deviations and infringements to staff/subcontractors and explain these to them with a view to their future reoccurence
Competence
responsibility for legally compliant behaviour decision-making competence in the practical application of rules assertiveness use own initiative to sign up for company internal and external further training courses to acquire and extend knowledge and skills
Unit: Quality assurance Knowledge assess the fundamentals of construction technology and workflows for quality-relevant aspects process control by using suitable procedures: work planning, workflows, work control construction procedures for concrete and reinforced concrete fundamentals of foundation laying and measurement fundamentals to prepare a construction measure and forconstruction site organisation present product monitoring / results by using appropriate procedures: computation of quantities pursuant to legal bases and performance specifications costs drawings construction material execution of building work and building construction statics insulation against heat, noise and fires
Seite 14 von 30
Skills
conduct any necessary stocktaking and testing using the bill of quantities: identify outstanding deliveries on the basis of daily reports and confirmations of orders examine material stock, incoming material and material quality examine the quality of construction material (such as concrete samples) quality testing of the construction work (measurements) prepare documentation compare execution of building work with the specification reports about special services compile documents required for final accounts prepare documents about follow-up cost accounting
Competence
Unit: Reading and implementation of plans Knowledge distinguish between types of plans (e.g. submitted plan, foreman plan) and plan symbols (lengths, widths, heights, absolute height, etc.) identify terms for material and the materials themselves on the basis of symbols, coloured drawings and standardised symbols and identify patterns on the basis of existing standards relevant knowledge of geometry for reading plans, knowledge of legal rules and standards read and understand EURO codes, particularly with regard to fire protection of individual components
Skills
read and understand plans:drafts, submitted plans, foreman plans, detailed plans, formwork plans, structural engineers plans, reinforcement plans, measurement plans
to scale implementation of plans into reality (scale of 1:50 is relevant) combine and coordinate different levels of planning take into account carcass dimensions and prefabricated buildings dimensions production of sketches in special cases, e.g. measure up
Seite 15 von 30
sketches for settlement of accounts handling of measurement instruments to put plans to practice
Competence
handle plans independently and responsibly flair for construction theory and depth, movement of the sun, dimensions of human body spatial power of imagination, e.g. three-dimensional thinking
Unit: Cost-awareness Knowledge take into account the fundamentals of actual and planned cost accounting in cost settlement of the construction site: performance areas, cost types and cost centres in construction enterprises cost structure and cost priorities of the companycost-relevant collective bargaining regulations identification of overheads indirect costs and cost ratescalculation procedures in construction budget and cost control present possibilities of data processing and documentation, in particular with relevant sectoral software
Skills
prepare building dimensions and service documents prepare preliminary cost accounting carry out cost comparisons for inexpensive procurement of material, equipment and services prepare performance reports for intermediary and follow-up cost accounting as regards working hours and used material use of relevant sectoral software
Competence
Seite 16 von 30
For the awarding of credit points to individual partial qualifications, the European Commission Working Document of 31.10.2006 suggests various criteria: significance of the contents of every partial qualification in relation to knowledge, skills and other competence in relation to the (real or assumed) duration of a training plan in relation to the (real or assumed) efforts of a learner within a formal VET framework in relation to the (real or assumed) learning efforts to be made by a learner within an informal VET framework a combination of several of these criteria The project partners decided to use the significance of the contents of every partial qualification for the whole qualification as a criterion for determining credit point, viz. not to use any time-related criteria. The following two reasons were decisive: First of all, the
Seite 17 von 30
career and VET paths towards the qualification Construction Site Practical Manager are very different in Europe. In some countries (Germany, Austria), there exist regulated qualifications with recognised diplomas, with formal qualification durations varying widely as well. In other countries (Spain), qualifications are mainly acquired informally. Due to this heterogeneity it is not possible to conduct any valid timing for the acquisition of partial qualifications and hence credit points. Secondly, project partners considered it a contentrelated step backwards to assess partial qualifications with output-oriented competence analysis by using input-oriented criteria. To specify the significance of the partial qualification, a total of 21 experts were questioned in the six countries involved. Experts were provided with descriptions of the partial qualifications and asked for a weighting, which was oriented towards the following criteria: significance of the partial qualification for the activity of the CSPM; the share of the CSPMs working hours instructed with the partial qualification; and the estimated learning time for acquiring the qualification. The results of the assessment by experts were averaged and can be seen from the table column weighted significance. For the partial qualification technical / expert qualification there is no output-oriented description and it is possible in principal to develop some additional relevant partial qualifications
Partial qualifications Weighted significance Technical / expert qualifications Teamwork and HR management Work planning Reading and implementing plans Cost awareness Safety Quality assurance Rules Environmental protection Total 22 % 13 % 12 % 11 % 10 % 9% 9% 7% 6% 100 % 22 13 12 11 10 9 9 7 6 100 Credit Points Credit points
To convert the partial qualifications weighted in percentage rates to credit points it was necessary to define a number of points for the whole qualification of the CSPM. From the current state of implementation of the ECVET, no compelling approach could be derived in this regard. Project partners agreed on assessing the whole qualification with 100 credit points. With a view to the described competences and the connected scope of responsibility, it is suggested as already stated in the chapter on the Aims of the project to classify the CSPM at EQF Level 5. The qualification level described there is in line with the CSPMs knowledge, skills and competence. Knowledge at Level 5 is described as follows: comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of the knowledge. Skills are described as
Seite 18 von 30
follows: a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems. Competence is described as follows: exercise management and supervision in the context of work or study activities where there is unpredictable change; review and develop performance of self and others . The formulated proposal for the credit point system enables a flexible adjustment to, and further development of, national requirements and is, in principle, compatible with the European Commissions ideas and proposals and hence linkable.
Seite 19 von 30
The linking of project-related information on the ibws website with the website of the IFA (International Young Workers Exchange Association, Verein fr den Internationalen Austausch von Lehrlingen, jungen Fachkrften und Ausbildern der Wirtschaft) aims to promote the dissemination of results. The IFA will use ECVET-relevant results and disseminate them in different contexts. The multilingual brochure about the project will be made available to download for interested visitors to the ibws website. Another step towards valorisation is the provision of information about the project results to the info channel of the Austrian Federal Economic Chamber (Wirtschaftskammer sterreich, WK) called Bildung & WIFI, ensuring that IVET and CVET experts can be reached also via this medium. Presentations of the project results will be made in front of experts from the IVET and CVET sectors at the federal and provincial levels, particularly from training enterprises. Following transmission of project results to the Leonardo da Vinci National Agency, the ibw will be able and willing to take on project presentations at events of the Leonardo da Vinci National Agency for valorisation purposes. It is envisaged that a project presentation will be held at an event planned by the ibw on ongoing EU projects and key issues of European VET policy (e.g. ECVET and EQF-NQF) with IVET and CVET experts from the Austrian economic chambers and the Federation of Austrian Industry (Industriellenvereinigung) in the autumn of 2007.
Seite 20 von 30
and the competent minister for education and employment of the German-speaking community.
Seite 21 von 30
Industry, the Association of Private Universities, the chambers of commerce of the Czech Republic, the Education Ministry, the National Training Fund, and to similar institutions and organisations. Additionally, the results of this cooperation will be published in the report of the ASMP of the Czech Republic for 2007 to the general assembly of its own organisation. As a final step, parts of the project results will soon be discussed by the Education Commission of the Ministry for Labour and Social Affairs and the Ministry for Education of the Czech Republic.
3.4
Processes to validate learning outcomes of individual units of the Construction Site Practical Manager qualification
3.4.1 Background
One aim of the pilot project Formation Credit Points consisted in identifying validation options on the capacity included in the nine units of the Construction Site Practical Manager (CSPM) qualification. In the six participating partner countries, construction site executives develop their skills on the basis of widely varying didactic and institutional backgrounds (keywords: formal, informal and non-formal learning). In the opinion of experts involved in the partner countries, there exist success-critical situations at the construction site that can be compared to the CSPM, however. Reference to such situations and successful action in these situations could supply important information as regards the interdisciplinary content of examinations and, at the same time, remain independent of its methodical design. Against this background, the FBH decided to use the critical incidents technique (cf. e.h. CHELL in SYMON, 1998), which is usually applied as a method of staff recruitment. In analogy to this method, the developed process applies success-critical work situations as the basis for validating capacity in which the Construction Site Manager bears special responsibility for the construction enterprises workers, capital and success. The CSPMs activities in such situations will have a decisive impact on his/her own professional success and on corporate success, and can serve as an indicator for his/her professional capacity.
Seite 22 von 30
various professional areas of the units, the descriptions prepared in the course of the project will be used (see presentation of units). To illustrate the question, some generally formulated examples will be presented operationally. The answers to the first question can be used as the basis for exam situations. b) Descriptions of behaviour provide clues on how the knowledge, skills and competence could typically be expressed in the identified situations. The replies to the second question can be used as the basis for best practices in success critical situations. c) Statements on acceptance of responsibility will, on the one hand, provide further clues on the didactic implementation of the answers collected in questions 1 and 2, for example in the form of particularly responsible areas of activity or reflected behaviour patterns to be found in practice. On the other hand, they could enable an initial classification of the identified core competences of the Construction Site Practical Manager into the European Qualifications Framework (EQF). In the EQF, competence is described in terms of responsibility and autonomy. Whereas the criterion of autonomy could be interpreted as a must-criterion for the Construction Site Practical Manager (CSPM) by sector experts, statements on acceptance of responsibility could provide more information as the basis for a rough classification into the EQF.
The following presentation summarises the three-step procedure to identify exam situations, it includes the above questions to be answered by sector experts. 1. success-critical situation 2. Behaviour to ensure successful tackling of the success-critical situation What are, in your opinion, the typicl professional situations in the above-mentioned field in which an executive will be particulary able to prove his/her professional knowledge, skills and competence on the construction site? What is, in your opinion, the behaviour that will most likely lead to successfully tackling these situations? 3. Responsibility for workers and capital in the successcritical situation In how far will an executive on the construction site take responsibility for workers capital in the situations? (e.g. management and supervision of teams, check economic indicators, etc.) on and
above-mentioned
3.4.3 Outlook
The application of this procedure, plus the input of sector experts, could provide valuable clues to examine the capacity of the CSPM and still leave sufficient scope for the selection of examination methods and instruments to meet the requirements of different individual teaching and learning contexts. In principle, the procedure can be used in all areas where emphasis is placed on holistically validating capacity. Apart from the construction sector, therefore application in IVET and further training in other national and international contexts is conceivable.
4. Summary
Encouraged by the efforts of the European Commission to put into practice ECVET and hence a system of mutual recognition of qualifications, discussions are ongoing particularly among educational experts of many European countries to find viable options to develop and set up credit point transfer systems. Already the large number of open questions in relevant working papers alone, as well as many educational policy discussions, makes clear that quite a lot of effort to develop, test and in particular consult is still necessary to obtain functioning systems and processes and thus achieve acceptance. For this reason,
Seite 23 von 30
both national and European projects are being conducted at present to accompany the current development processes and find answers to open questions. This Leonardo project provides some interesting exemplary solutions and clues regarding some of these questions. The project focussed on the process of developing a credit point transfer system for a selected qualification area in the construction sector in cooperation with partners from six European countries. In accordance with the project plan, a systematic procedure to form units for a jointly defined whole qualification of a Construction Site Practical Manager (CSPM) and to assign credit point to these units was implemented and documented. The key success element of this process is the targeted and structured involvement of national experts into the central development steps. The combination and evaluation of results on the basis of the experts judgements was conducted in joint meetings by the project partners. The partners found that the selection of suitable experts e.g. from companies and educational organisations can play a major part for the acceptance of results. In addition, some initiatives were set out about appropriate approaches towards validating learning outcomes within the framework of the recognition process. In this context, a procedure was presented and assessed as useful that focuses on typical professional situations and relevant actions. This procedure is so flexible that in can be used smoothly in different national examination and certification contexts. Feedback about the first transfer steps has revealed large interest in project outcomes and their future implementation. However, issues also related to the concrete implementation process and the involvement of suitable competent bodies have been raised, for the clarification of which project partners consider further analysis and testing within the framework of a transfer project important.
5. Projektpartner
Germany
Handwerkskammer Trier (Chamber of Crafts Trier) The Chamber of Crafts Trier is project applicant and contractor and was responsible for coordination and overall implementation of the project. The Chamber of Crafts Trier had been assigned to develop the Quality Assurance unit and discussed the toolbox system with regional experts of the construction sector. The Chamber of Crafts Trier represents the interests of the entire crafts sector in the Trier region. A key task of the Chamber of Crafts Trier is to promote VET for its members. Handwerkskammer Trier, Loebstr. 18, D-54292 Trier Contact point: Dr. Carl-Ludwig Centner Phone: ++49 651 207103 Fax: ++49 651 207222 Email: centner@hwk-trier.de Central Agency for Advanced Training in the Skilled Crafts (Zentralstelle fr die Weiterbildung im Handwerk) In its function as a core partner, the Central Agency for Advanced Training in the Skilled Crafts (ZWH) took on the collection of documents for the acquisition of leadership knowledge in the bricklayers occupation, including e-learning sequences, as available in Germany, as well as the modular structure of the CVET toolbox and the fundamentals for
Seite 24 von 30
the credit point system. The ZWH had been assigned to develop the units Teamwork and HR management and Cost awareness. In collaboration with the Chamber of Crafts Trier, the ZWH conducted the expert interviews in Germany. The Central Agency guarantees the valorisation of the project results in Germany. The ZWH is financed by the 55 German chambers of craft trades, the regional confederations of skilled crafts, and the German Confederation of Skilled Crafts (Zentralverband des deutschen Handwerks). The ZDH is a central service provider for more than 500 training establishments for the sector in Germany and supports them, among other activities, in the introduction and implementation of new study programmes, particularly for e-learning programmes, the development of framework curricula, course concepts and material. Zentralstelle fr die Weiterbildung im Handwerk, Sternwartstr. 27-29, D-40223 Dsseldorf Contact point: Dr. Beate Kramer Phone: ++49 211 30200912 Fax: ++49 211 30200999 E-mail: bkramer@zwh.de Craft Sector Research Institute (Forschungsinstitut fr Berufsbildung im Handwerk) The Craft Sector Research Institute (FBH) prepared the product and structural comparison, made first classifications of the toolbox system in the European Qualifications Framework, and developed an examination system for the units. The FBH is connected to the University of Cologne. The Institute is the coordination office for crafts-related IVET and CVET in the German crafts institute. Forschungsinstitut fr Berufsbildung im Handwerk, Herbert-Lewin-Str. 2, D-50931 Cologne Contact point: Dr. Uwe Schaumann Phone: ++49 221 4705679 Fax: ++49 221 4707744 E-mail: uwe.schaumann@uni-koeln.de
Austria
Institute for Research on Qualifications and Training of the Austrian Economy (Institut fr Bildungsforschung der Wirtschaft) The Institute for Research on Qualifications and Training of the Austrian Economy (ibw) took on the task of collecting the documents available in Austria on the acquisition of leadership knowledge in the bricklayers occupation, including e-learning sequences, conducted the expert interviews in Austria, and ensured classification of the toolbox system in the European context. The ibw had been assigned to develop the unit Reading of plans. The ibw guarantees the valorisation of the project results in Austria. The Institute for Research on Qualifications and Training of the Austrian Economy is a research institution in the VET and CVET sectors in Austria. Many of the ibws studies deal with IVET within the dual system, technical and vocational education and training at schools and colleges, part-time vocational schools, and universities. In addition, the ibw conducts labour market analyses and CVET research. Institut fr Bildungsforschung der Wirtschaft, Rainergasse 38/2nd floor, A-1050 Vienna Contact point: Dr. Arthur Schneeberger Phone: ++43 1 545167117
Seite 25 von 30
Belgien
Institute for Vocational Education and Training in SME (Institut fr Aus- und Weiterbildung im Mittelstand) The Institute for Vocational Education and Training in SME (IAWM) took on the task of collecting the documents available in the German-speaking community and Wallonia on the acquisition of leadership knowledge in the bricklayers occupation and conducted the expert interviews in Belgium. The IAWM had been assigned to develop the unit Rules and ensures the valorisation of the project results in Belgium. The Institute for Vocational Education and Training in SME is an institution of public interest for the German-speaking community of Belgium. It acts as the supervisory authority in the field of dual IVET and CVET provided by medium-sized enterprises and boasts relevant experience in the designing, development and instruction of qualification modules on leadership knowledge and for the preparation for self-employment. Institut fr Aus- und Weiterbildung im Mittelstand, Loten 3 a, B-4700 Eupen Contact point: Patrick Bonni Phone: ++32 87 740294 Fax: ++32 87 556507 E-mail: iawm@iawm.be
Spain
Consejo Superior de Cmaras de Comercio, Industria y Navegacin de Espaa The Consejo Superior de Cmaras de Comercio, Industria y Navegacin de Espaa (ccamaras) took on the task of collecting the documents available in Spain on the acquisition of leadership knowledge in the bricklayers occupation, including e-learning sequences, and conducted the expert interviews in Spain. Ccamaras had been assigned to develop the Environmental protection unit. Ccamaras ensures the valorisation of the project results in Spain. In its capacity as the umbrella organisation of Spanish economic chambers, the Consejo Superior de Cmaras de Comercio, Industria y Navegacin de Espaa represents and coordinates all Spanish economic chambers as an independent legal institution with instruction competence. The umbrella organisations tasks comprise all functions of the chambers, including education and training. Within its functions including IVET and CVET activities, the umbrella organisation plays a significant part in the designing and coordination of programmes for business start-ups, in the development of pedagogical material for entrepreneurial training. Consejo Superior de Cmaras de Comercio, Industria y Navegacin de Espaa, C/Riberra del Loira 12, E-28042 Madrid Contact point: Valeriano Muoz Phone: ++34 91 5906936 Fax: ++34 91 5906908 E-mail: forma.vmunoz@cscamaras.es
Seite 26 von 30
Slovakia
Slovensk Zivnostensk Zwz The Slovak trade association Slovensk Zivnostensk Zwz (SZZ) has been the umbrella organisation for craftspeople and self-employed in Slovakia since 1992. In addition to representing its members interests, the SZZ is active in the fields of education and training, guidance and public relations. Aiming to improve the qualification standard and CVET, the SZZ cooperates closely with the education committee of the School Ministrys Council for Skilled Workers Initial and Continuing Vocational Training and coordinates teaching contents with schools and guilds. The Slovak trade association Slovensk Zivnostensk Zwz took on the task of collecting the documents available in Slovakia on the acquisition of leadership knowledge in the bricklayers occupation and conducted the expert interviews. The SZZ had been assigned to develop the Safety unit. The SZZ guarantees the valorisation of the project results in Slovakia. Slovensk Zivnostensk Zwz, Raciansk 71, SK-83102 Bratislava 3 Contact point: Viola Kromerova Phone: ++42 12492466653 Fax: ++42 1248287614 E-mail: kromerova@szz.sk
Czech Republic
Asociace malych a strednich podniku a zivnostniku CR The Association of Small and Medium-Sized Enterprises and Craftspeople took on the task of collecting the documents available in the Czech Republic on the acquisition of leadership knowledge in the bricklayers occupation and conducted the expert interviews. The Association had been assigned to develop the unit on Work planning. The Association guarantees the valorisation of the project results in the Czech Republic. The Association of Small and Medium-Sized Enterprises and Craftspeople (AMSP) is responsible for the entire Czech Republic. The Associations objective is to improve the climate for entrepreneurial activity. the AMSP supports the affiliated companies by representing them in business, politics and all parts of the Czech society. In the field of seminars, the AMSP organises programmes and seminars on business management. Asociace malych a strednich podniku a zivnostniku CR, Tesnov 5, CZ-110 00 Praha 1 Contact point: Karel Dobes Phone: ++420 222 246 404 Fax: ++420 222 241 553 E-mail: amsp@amsp.cz
Seite 27 von 30
Seite 28 von 30
Kluge, Pia
Belgium
Germany
Project management
Kromerov, Viola
Slowakischer Gewerbeverband
Slovakia
Krtk, Jn
Sloakia
Lanza, Fernando
Spain
Anchinal SL AMSP R
Translations Technician
Morales, Guillermo
Spain
Muoz, Valeriano
Spain
Project coordination
Nagy, Alfred
AMSP R
Czech Republic
Nowak, Sabine
Austria
Prem, Rainer
Handwerkskammer Trier
Germany
Germany Belgium
Project web pages Freelance pedagogical employee, analysis of training and certification in the Belgian construction sector
Germany
Germany Germany
Translations Head of Construction Unit of the Education and Training Centre of Chamber of Crafts Trier, counselling on concept development for units
Seite 29 von 30
Austria
Project coordination
Germany
Handwerkskammer Trier
Germany
Scientist
Handwerkskammer Trier
Germany
Sologuren, Susana
Spain
Svobodov, Eva
AMSP R
Czech Republic
Germany Spain
Austria
Expert
Seite 30 von 30
Belgium Austria
Expert Expert
Leuffgen, Gnther Marquet, Patrick Pankert, Thomas Prigl, Thomas, Baumeister Dipl.-Pd. Ing. Rodler, Kurt, Ing.
Austria
Expert
Austria Germany
Schneider, Uwe
Freier Dozent
Germany
Austria
Expert
Germany
Expert
Austria
Expert
Slovakia
Austria
Expert
Triendl, Christa
Austria
Expert
Austria
Expert