Evaluation and monitoring report on education and training in the ...

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Monitoring and evaluating report on vocational education and training in the automotive sector

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VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

11 4

Version: Last update:

1.0 31 May 2011

CPV and DEKRA 3s research laboratory (AT) Universität Bremen, Institut Technik und Bildung (DE) Lux Kultur Agentur GmbH, Lux Personal & Kommunikation (DE) Volkswagen Service Deutschland (DE) Fundación Laboral de Metal (ES) Centre Regional pour le Développement, la formation et l’insertion des jeunes (CREDIJ) (FR) Univerza v Ljubljani (Fakulteta za družbene vede) (SL) and contributers to the VETAS innovative approaches database www.project-vetas.eu or www.vetas.eu [email protected]

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

1/16 prepared by CPV and DEKRA

Index

Topic

page

(1) Background and objectives of the report

3

(1.1) New forms of learning and working in the automotive sector

3

(1.2) Objective of the report and elaboration of working concept

4

(2) Elaboration of working concepts and methodological approach

5

(2.1) Eligibility and selection selection criteria

5

(2.2) VETAS innovation award

5

(2.3) Description of the selected innovative approaches

5

(2.4) VETAS database on innovative approaches

5

(3) Overview of innovative approaches in vocational education and training in the automotive sector

7

(3.1) Innovative approaches from Austria

8

(3.2) Innovative approaches from Germany

10

(3.3) Innovative approaches from Italy

11

(3.4) Innovative approaches from Slovenia

13

(3.5) Innovative approaches from Spain

13

(4) VETAS Innovation Award: the potential of the selected most innovative approaches

14

(4.1) Forteco (ES)

14

(4.2) Automotive Academy Styria (AAS) (AT)

15

(5) Conclusions

VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

15

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

2/16 prepared by CPV and DEKRA

(1)

Background and objectives of the report

The automotive industry with its suppliers and sub-contractors, has been undergoing radical changes for some time. Since the mid-1990s a sustained innovation dynamic has been observed in the European automobile industry. Since the start of this decade, the growing demands for complex features, including increased safety (brake systems, ESP- Electronic Stability Program), increased comfort (automatic transmission), driver assistance systems (navigation, night vision, blind spot detection) or to comply with legal requirements (reducing the emission of pollutants by intelligent engine control) has increased the demands placed on diagnostics, maintenance and repair. Furthermore, almost all product innovations have been connected with micro-system engineering and use of electronics in the vehicle. Electronics has been and will be for the upcoming years an important technology for the automobile industry. The possibilities offered by electronics make future product innovations of a completely different nature than earlier technological changes. (1.1) New forms of learning and working in the automotive sector As a result of the growing technical complexity of cars and innovation prospects in the automotive industry, there are increased demands to integrate different types of knowledge, know-how and skills such as electrical, electronics, material technologies etc.. Challenges to skilling issues come from two aspects. First, technical challenges (integrated solutions) require cross-functional and interdisciplinary capabilities - the complexity of production processes. Second, products require more flexibility from the workforce with broader tasks and the ability to job rotation (multi-skilling). The qualification of employees is, therefore, becoming a decisive factor for innovation processes. This generates more training needs not only at management level and in the planning and development departments but also for workers in the operative fields. The swift development of technology and new work systems imply also a refined structure of work organisation involving the self-management and own responsibility of the workers. This expansion of the scope of technical and work organizational design not only makes it possible but, to a certain degree, even necessary, to make more consistent and systematic use of on the job and work-based learning for the occupational qualifications of all staff and the promotion of corporate modernization processes. Thus workplace-oriented initial and continuing vocational training has become central and is requiring European and national support. The systematic link between initial and expansion and enhancement of competences, whether undertaken within an integrated initial and continuing training concept or through other procedures opens the perspective of: 

Reacting purposefully to the growing need for new patterns and combinations required for specialization in the occupational field, for qualification for new tasks and for career advancement;



Coordinating the components for enhancement for the competence profile with specific needs in the individual occupations and activities, sectors or businesses and extending them in a flexible manner;



Securing the necessary degree of transparency for companies in their use of the added qualifications of their workers;



Giving young persons and young skilled workers clearly defined options for an attractive career development and giving skilled workers with professional experience guidance and support for transition to new sectoral fields of activity and employment;



Securing, for VET providers and educational establishments quality and market access of their services through standards defined on the basis of sectoral needs.

VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

3/16 prepared by CPV and DEKRA

(1.2) Objective of the report and elaboration of working concepts As previously outlined, the European automotive industry is currently exposed to intense global competition: as a consequence, the qualification and upgrading of skills of the existing workforce is paramount and is becoming a decisive factor for innovation processes. Moreover, ongoing skill shortage (particularly in the retail, service and repair sector), mainly exacerbated by work ageing; rapidly changing technology; poor industry perception as a career, require broad band industry responses with VET being one enabler to assist with the attraction and retention o people in the industry. Some fundamental re-evaluation of the industry’s approach to formal VET programmes and qualifications are therefore required as one element of this response. Against this background, VETAS partners have selected and investigated innovative good practices regarding ongoing training/education activities in the automotive sector in their countries. Training in the automotive sector comprises complex systems involving institutions at different levels such as companies, training institutes, etc.. Because many actors may be involved, the levels of innovative cases may also vary. These innovations can occur at company level, course level, sectoral, regional or national level. For the specific purpose of this investigation, a broad scope regarding the contents of the innovation has been applied. Likewise, the innovative elements of the selected practices cover several types of innovation: 

Innovation in the training contents and/or pedagogical approaches including innovative topics being addressed or innovative ways in which the educational process is organised;



Innovation in the delivery methods includes innovative ways to forge multi-stakeholder approaches and innovative ways of delivering the educational process by promoting participatory and interactive learning approaches and the use of new ICTs;



Innovation in forging new public-private partnerships and networks for the purpose of sharing knowledge and experience, fostering communication and exchange of experiences;



Innovation at the institutional level with innovative approaches being mainstreamed in the curricula or with activities aimed at raising awareness on the necessity to implement automotive-related vocational education and training.

The selected and investigated approaches cannot be taken as representative of new trends and developments in VET for the automotive sector but they can nevertheless serve as indicators for such trends and developments. However, the deliverable combines several goals: 

to promote and deploy innovative practices and approaches in VET in the automotive sector;



to contribute to the development of training opportunities taking account of qualitative changes;



to provide policy-makers, practitioners, VET providers, etc. with a set of updated information and tools enabling them to identify topics for further discussions on innovative ways to deliver training in the automotive sector, including reflections on their utility, effectiveness and impact at sectoral level.

These goals overlap to allow an overall understanding of the job-training qualification chain and involve participation on the part of all parties than can be directly affected such as 

social partners and professional organisations at national and European level;



public or private organisations and services responsible for developing employment and training (information-vocational guidance, placement, curricula design and development, etc.;



training bodies and teaching establishments;

VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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 (2)

training “users” including companies, employees and job seekers.

Elaboration of working concepts and methodological approach

The methodological approach has entailed the elaboration of an analytical framework for describing the approaches underpinning the innovative elements in the contents, in the delivery methods, in establishing new partnerships and networks, in forging multi-stakeholder approaches and at institutional level. (2.1) Eligibility and selection criteria of the VETAS innovation The proposed approaches have been analysed by an ad-hoc committee composed of experts from the VETAS project consortium against a set of eligibility and selection criteria to assess, among other things: 

the Level of innovation and excellence (i.e. use of transnational and/or European approaches and tools as EQF and ECVET, success of the approach, results for learners, VET providers and/or industry);



Focus on learner and industry (i.e. training needs addressed, continuous involvement of learners and/or industry, recognition from beneficiaries and stakeholders);



Impact of the VET initiative (i.e. contribution to the improvement of the national VET system, the automotive sector, to the establishment of new or existing relationships among stakeholders).

(2.2) VETAS Innovation Award The VETAS Innovation Award has been envisaged to give extra recognition to innovative and/or leading approaches (initiative, program or product) developed and implemented for the purpose of providing high quality vocational education and training in the automotive sector in Europe. In order to nominate an approach for the award, it had to be entered in the VETAS innovative approaches database at www.vetas.eu. The elements within the online form should be the focus of the nomination, however any relevant evidence may be provided. All fields of the online form had to be completed (see figure 1). The winners of VETAS award have been invited to send two representatives to the VETAS network conference taking place on 09/10 May 2011 in Brussels and to present the approach at the conference. (2.3) Description of the selected innovative approaches All selected approaches are described in a common template in order to ensure that similar information is provided for all examples selected, enabling comparisons and identification of common strands and patterns emerging from approaches. The descriptions have to be concise, with a layout enabling the reader to have a quick overview of the approach. More specifically, the template has requested research team members to fill in the fields in figure 1. (2.4)

VETAS database on innovative approaches

All selected innovative approaches have been posted on the VETAS database (on “innovative approaches” section) thus allowing access to public and private key players (companies, vocational schools, VET providers, etc.) for sharing and searching for VET/HRD approaches on topics such as apprenticeship training, training for older workers, curricula development, training in the workplace, training for teachers and trainers or the application of European instruments such as the European Qualifications Framework, the European Credit in Vocational Education and Training (ECVET), etc.. VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

5/16 prepared by CPV and DEKRA

The approaches selected for further investigation represent different geographical levels of implementation, with examples ranging from regional and national initiatives to projects with a European or international dimension, involving umbrella organisations and actors from different countries.

Basic data

Further information

Country

Education and training needs addressed

Short description/summary of the innovative

Knowledge, skills and competences associated with the approach

approach Level (IVET, CVET, HE, other)

Learning and teaching methods

Types

Part of the work process to which the approach is related

Target groups Innovative dimension

Development and experiences

Legal Basis

Origin and development of the approach

Entry requirements

Involvement of stakeholders

Orientation to learning outcomes (EQF definition)

Experiences with the approach

Assessment of learning outcomes Organisation or entity awarding the certificate or implementing the programme/practices

Figure 1: Dimensions of the VETAS innovative approaches database

Figure 2: Screenshots from the VETAS innovative approaches database at www.vetas.eu

VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

6/16 prepared by CPV and DEKRA

(3)

Overview of innovative approaches in vocational education and training in the automotive sector

In the past years, many sector-specific initiatives have been launched in the partner countries involving the provision of skills relating to the automotive sector. Thirty of such innovative approaches have been provided in the innovative approaches database of the VETAS portal. Those approaches are coming from the six countries represented in the VETAS consortium: Austria, Germany, France, Italy, Slovenia and Spain, they are covering different parts of the vocational education and training system starting with approaches rather addressing initial vocational education and training (IVET), continuous vocational education and training (CVET) as well as approaches in post secondary non-academic education. The following approaches have been contributed and further investigated by country 1 : Austria

    

France



Automotive maintenance for old cars Drawer projector Europlastic Mobility EuroPlastic, a European diploma



Experimentation : Bridging ECVET/ECTS credits



Dual degree programme Bachelor of Engineering (B.Eng.) in automotive technology Internal auditor investment goods VDA 6.4 LERNSTÜCK(C) Qualification program Certified automotive salesman Qualification program Certified automotive salesman for parts and accessories Qualification program Certified automotive service consultant Volkswagen technology for trainees - powered by Volkswagen

  

Germany

   

 

Italy





  

Slovenia

“Motor vehicle repair Operator” and “Technician for motor vehicle repair” Higher Technician for drawing and industrial design of mechatronics systems Italian Automotive Academy Continuing Training courses Senior technician for industrial automation The OFTL® Automotive Project (Vocational guidance – Training – Workplacement – Job)



Volkswagen Technical Academy



Set your life in motion Three year vocational program car-mechanic



1

Automotive Academy Styria (AAS) Automotive Academy Vienna Region Certified course “Quality Manager Automotive” Karosserie-Akademie: Auto body – Reparation - Manager Professional MBA “Automotive Industry”

Please find further information on the approaches origin in the VETAS innovative approaches database at www.vetas.eu.

VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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Spain



 



APRENDIZ- social labour insertion of juvenals under risk of social exclusion EUROAPT@- Technical Competences Diagnóstic Platform FORTECO Training Technical Seminars promoted by Automotive Industries for teachers of Automotive VET schools METAL WOMAN

Some of these approaches are shortly described in the following sections. (3.1)

Innovative approaches from Austria

In Austria, the “Automotive Academy Styria (AAS)“ has been investigated as an innovative approach in CVET. AAS was set-up and implemented by the Automobile Cluster Styria (ACStyria) as a platform for industry-specific training, independent of car manufacturers. At the forefront of its activities lie areas such as automotive technology, automotive business as well as all peripheral areas of knowledge, on which the economic success of ACstyria partner companies (180 partner companies with about 40.000 employees) is based. In addition, AAS ensures optimum networking and co-ordination of existing automotive learning opportunities for all qualification levels. A comprehensive learning opportunity with the highest level of flexibility and transparency is offered, which corresponds to all areas of activities, business types and hierarchy levels. Customised courses and the comprehensive “state of the art“ training programme thus ensure a considerable increase of domestic added value, and also establish Styria as a training centre. With regard to the individual AAS services, in addition to the latest training and development programmes, it also offers central trend monitoring, specific surveys of demand as well as innovative impulses for a low-cost and efficient occupational training policy. The offered courses are broken down into three sector-specific areas (automotive technology, business and periphery) as well as into three “training levels” (basic, medium and premium), all AAS courses are completed with a certification that is based on international quality criteria. Every year more than 70 seminars, workshops and training courses are offered. All AAS training measures are completed through a certification that is based on international quality criteria – a seal of approval of ACstyria Autocluster GmbH for every training measure. The courses that include an exam are also certified by a third party (eg. Quality Austria, SGA, Wifi, ...). A consortium of staff of the FH JOANNEUM, the BPA-Graz and the Academy for New Media and Knowledge Transfer at the University of Graz provide an appropriate level of quality assurance of the training programmes. Continuous feedback of learners is evaluated and in cooperation with HR-management of partner companies discussed. This learner feedback is also visible for each course on the homepage in the form of steering wheels (5 wheels = best). Also the Vienna region has responded to the automotive sectors developments by implementing the Automotive Cluster Vienna (ACVR). The Cluster is a cooperation between the provinces Vienna and Lower Austria. Because of the positive developments that the cluster has brought along and due the future challenges in education and training as well as electro mobility the city of Vienna decided to integrate the ACVR into the Wirtschaftsagentur Wien (Business Agency Vienna). Since 2010, the "mobility cluster" of the city Vienna is developing a training and education program for employees of companies in the automotive sector. The basic idea of the AAVR is that research, training and education are the three pillars upon which the future competitiveness of the region is built. The AAVR supports the automotive sector VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

8/16 prepared by CPV and DEKRA

to remain competitive through the development and support of special education and training programs that are based on the specific needs of companies and their employees. The AAVR combines courses and seminars from well know education and training institutions to new tailor-made learning opportunities for employees in the automotive sector. Based on a survey of ACVR most automotive and component supply industries in CENTROPE Region expressed the strong need on an education program for the managers and future managers in the automotive or components supply industries to provide with additional knowledge and to upgrade their skills to solve the challenging problems in a right way. Also the leadership role in Central Europe is subject to different demands due to multi-sectoral requirements. Successful technicians and managers are those who are specialists not only in their field of expertise but who also have in-depth creative and decision-making abilities in related areas such as marketing, business management, law, protection of intellectual property, production, logistics, quality management, and teamwork. Therefore, the Automotive Cluster Vienna Region (ACVR), in cooperation with the Vienna University of Technology and the Slovak University of Technology in Bratislava has set up a Professional MBA Program for the Automotive Industry aimed at training managers for the automotive and components supply industries. The development of the MBA program is supported by the European Regional Development Fund and the SlovakAustrian cross-border cooperation programme 2007-2013. The main goal of the Professional MBA “Automotive Industry” is to provide present and future managers in the automotive or components supply industries with additional knowledge and to upgrade their skills. Graduates of this program will gain an in-depth knowledge of management within this field, which should enable them to 

identify short-term and long-term challenges



structure complex, dynamic projects



independently manage a project, using project management tools



make the right decisions in complex and difficult situations



stay abreast of both national and international changes.

The Professional MBA program is concluded with a master thesis. The final degree “Master of Business Administration Automotive Industry (MBA)" is granted by the Vienna University of Technology inx cooperation with Slovak University of Technology in Bratislava. The part-time program is presented in modules and takes 4 semesters. In order to optimally combine study and work, the lectures will be held in blocks in weekend from Thursday morning till Sunday evening - every 3 to 6 weeks. The Automotive Cluster (AC) Upper Austria (203 associated companies with 80.000 employees) is managing the Certified course “Quality Manager Automotive” Lehrgang zertifizierter “Qualitätsmanager Automotive” consisting of five special seminars, on the basis of those seminars participants have to undergo a test to become a certified "Internal Auditor Automotive ", and then they can take part in the final examination to become a "Quality Manager Automotive”. The courses are: 

Regulations in the automotive industries (2 days)



Quality Assurance in automotive projects (3 days)



Quality techniques - tools for product and process optimisation (3 days)



Problem solution and continuous improvement (3 days)



"Certified Internal Auditor Automotive" (3 days including examination and certification)

VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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After attending all courses the participant can take part in the exam to become a "Certified Quality Manager Automotive" (1 day). The overall objective is to offer a quality management training program that is tailor-made for employees in the automotive industry. In Austria, the Karosserie-Akademie in the province Vorarlberg delivers a diploma course for Auto body – Reparation – Manager) as a part-time education program at the highest quality level for employees working in the professions auto body techniques (Karosseriebautechnik), car-plumbers (KfZ-Spengler) and car painters (KfzLackierer). It is oriented to the repair policy of the manufacturers and the requirements of the insurance industry. The Karosserie-Akademie offers theory based and at the same time practical training on the highest quality level for the professions auto body technicians, car-plumbers and car-painters, which is unique in Austria. The WIFI (Wirtschaftsförderungsinstitut/Business Development Institute) is cooperating with the Karosserie-Akademie and recommends the KRM diploma course also as preparation for the master craft’s exam. The complexity of the training offered, the highly modern training environment as well as the adjustment of the training programs to the needs of the participants underlines the innovative character of the training programs. (3.2)

Innovative approaches from Germany

An innovative approach related to IVET (dual system) is introduced by the German Kooperationsstudiengang Bachelor of Engineering (B.Eng.) Fahrzeugtechnik (Dual degree programme Bachelor of Engineering (B.Eng.) in automotive technology) managed by the Ulm University of Applied Sciences. The University is currently managing study courses mainly directed at the technical sector which have a broad approach to open up a wide range of professional possibilities for graduates. Individual qualification is possible by selecting the optional mandatory courses, the topic of the study papers and thesis, foreign languages, studying abroad at foreign partner universities as well as the acquisition of additional skills. The success of Ulm University of Applied Science is based on the cooperation with industry. It integrates the areas of research and development with the help of own research institutes and several Steinbeis Transfer Centers of the Steinbeis Foundation for Economic Development Stuttgart (Stiftung für Wirtschaftsförderung Stuttgart). The students also benefit from this because of attractive places for internships and interesting thesis topics. A refined continuing education program for working people and others round off the range of Hochschule Ulm. The Dual degree programme Bachelor of Engineering (B.Eng.) in automotive technology combines a vocational training programme for the qualification of car mechatronic or industrial mechanic with a study programme that leads to the degree of Bachelor if Engineering (B.Eng.). The duration of the programme is four and a half years. In the first five semesters the participants undergo a dual vocational education and training programme in a training company and a part-time vocational school, and attend the courses of the first two semesters of the bachelor programme at the university of applied sciences. This phase is completed with an examination at the Chamber of Industry and Commerce upon which the recognised vocational qualification of industrial mechanic or car mechatronic is awarded. After four more semesters of coursework at the university of applied sciences and work placements in enterprises the students take a final examination after which the degree of Bachelor of Engineering is awarded. Participants can choose between two areas of specialisation, namely construction and development on the one hand and systems engineering and motor technology on the other. In Germany, many qualification programs are developed and monitored by a consortium of industry partners and implemented by the individual partners such as Volkswagen Service Deutschland. The Qualification programs “Certified automotive service consultant – Qualifizierungsprogramm”, "Geprüfter Automobil-ServiceBerater/in", “Certified automotive salesman Qualifizierungsprogramm”, "Geprüfter Automobil-Verkäufer/in" and “Certified automotive salesman for parts and accessories – Qualifizierungsprogramm”, "Geprüfte/r Automobile VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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Teile- und Zubehörverkäufer" running since 2001 deliver specific certificate issued by the "Gütegemeinschaft Geprüfte/r Automobil-Serviceberater/in" (Quality control association of the automotive service consultant). The members of the consortium composed of automobile manufacturer and importers recognize the certificate. The theoretical part is provided by the respective automotive manufacturers and importers while the practical part is training on the job. Also from Germany a training offer has been contributed that is addressed to the special needs of quality management in the automotive sector: “Internal auditor investment goods VDA 6.4”. The content is based on the DIN ISO 9001: 2008 and adds the requirements of the regulations of German automotive sector VDA 6.4.. Furthermore an approach that assesses and certifies knowledge, skills and competences which were acquired during the work process on the job: Lernstück©. (3.3)

Innovative approaches from Italy

Prominent examples of innovative approaches in the context of initial vocational education and training are coming from Italy. The Accademia Tecnica Volkswagen (Volkswagen Technical Academy) represents an innovative practice specifically designed to meet the young people requirements to take up the profession of qualified workers in the automotive sector. Autogerma intends to contribute to the training of qualified technicians and professionals to be included in the various sectors of the automotive with special reference to post-sale as defined in relation to the specific needs of the sector and the evolution of technical and manufacturing processes characterizing them. The IPSIA to be involved in the projects are primarily those delivering mechanical and/or of technical energy systems (motor vehicle) as well as for electrical and electronic study courses to be evaluated on a case by case basis. For this purpose, Autogerma S.p.A. has designed and set up a specific training program addressed to selected students from I.P.S.I.A. named “Accademia Tecnica Volkswagen” also thought the adaptation, within the limits provided by the Italian legislation, of the qualification and post-qualification vocational education curricula. The schools remain responsible for the legal validity and effectiveness of the delivered courses. Autogerma proposes teaching modules dealing with all the knowledge, skills and competencies related to qualification, post- qualification and post-graduation curricula and consistent with the activities developed by Autogerma within its service. Autogerma commits to contribute to the development and dissemination, within its possibilities and constraints provided in the agreement, of the training model through: - teaching supports functional to improve the knowledge, skills and abilities of students; - co-design of training courses; - corporate training internships for teachers and trainers; - job training for students through Autogerma network in Italy. The Italian IVET system offers also innovative training programmes (IFP pathways) in the field of motor vehicle repair. These IFP pathways are aimed at qualifying 14/17-year olds willing to enter the labour market after a short period of training and at acquiring technical competencies directly usable in a working environment with a specific focus on specificities of the local market through the attainment of a qualification in the third year. Students have the possibility to acquire a vocational qualification after one year of training. These pathways can be realized either within accredited training centres or within schools that carry out interventions aimed to the integration between education and vocational training. At national level, the introduction if such programs into the second cycle system and the establishment of 21 occupational profiles related to the three-years qualifications as well as the 21 profiles related to the fourth year vocational qualification (Operatore alla riparazione dei veicoli a motore e Tecnico riparatore di veicoli a motore “Motor vehicle repair Operator” and “Technician for motor vehicle repair” is one of the occupational profiles) through the recent adoption of the Agreement in State-Regions Conference of April, 29 2010 between the Ministry VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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of Education, University and Research, the Ministry of Labour and Social Security, Regions and Autonomous Provinces including occupational standards award a national relevance to this qualification although it remains under the responsibility of the Regions. For the fulfilment of the obligation to education within these VET courses, reference is made to Learning outcomes (Reg. n. 139/07) and to key competences for lifelong learning (Recommendation of the European Parliament and the Council of 2006). They constitute the general cultural reference base also for the further development of the 3rd and 4th year of VET pathways. The OFTL® Automotive Project (Vocational guidance – Training – Workplacement – Job) - Progetto OFTL® Automotive (Orientamento - Formazione - Tirocinio - Lavoro) - is an innovative proposal and service that the Italian Automotive Academy organizes and manages, with a tailor-made approach, with the aim to select, train and place young people in companies through a highly professional, personalized pathway responding to the real needs of enterprises in the automotive sector. The project envisages:  the identification and selection of candidates;  tailor-made training (the duration depends on the professional profile required and specific topics to be developed) at the headquarters of IAA;  a period of internship in alternation to training organized in companies participating in the project and searching for new human resources;  recruitment in companies joining the project in accordance with the contractual arrangements and conditions agreed upon before activating the most appropriate training course. The project allows young people to enter into the labour market broadening and deepening the professional and technical preparation provided by targeted and qualified training pathway thus completing the necessary but generic preparation and training provided by the school. At the end of the course students will be placed in the network of DAF authorized dealers or repair shops selected in consideration of the areas of residence of participants. The project envisages the selection and training of young people to be included in the Dealership or automotive companies or brands that belong to different networks but need the same type of job profile. In this case, the training project will be structured to give the student the basic skills necessary to be recruited in different companies and learn standards and practices required by the specific brand. The project takes place in the IAA headquarters in Verona at the Institute A. Provolo. The IAA trainers team can integrate with the trainers team of the mark or consortium for a training specifically oriented to the standards and practices of the brand. The Italian curricula for “Tecnico Superiore per il disegno e la progettazione industriale dei sistemi meccatronici – Senior Technician for drawing and industrial design of mechatronics systems” and for “Tecnico Superiore per l’automazione industriale – Senior Technician for industrial automation” represent innovative approaches in the Italian system of post secondary non academic higher technical education and training aimed at training experts with integrated mechanical, electromechanical and electronic skills able to participate creatively in a multidisciplinary environment and to contribute expert knowledge to the design of mechatronic systems and industrial automation. The courses combine specific technical sectorial competences with solid basic and cross competences as stated in the guidelines fixed by the EU. The general and wide-band competences are concerned with the learners' capability of communicating using the English language, technical terminology of the sector, interpreting business contexts, correctly using IT and statistical tools as well as with the methods of behavior in social and working contexts, the capability of reflecting and using self-learning and selfcorrection strategies. The professional profiles and the relating lowest standards of competences have been VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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defined at national level. At regional level, such standards are implemented i.e. additional competences can be included in order to meet local requirements. The courses are organized in Unità di Competenza (Competence Units) which represent sets of competences that can be certified and validated as training credits. The competences described in the units involve qualitative credit even if no specific workload or number of hours are indicated. Internship is mandatory (at least 30% of the total duration of the training program) and must meet specific quality standards requirements. (3.4)

Innovative approaches from Slovenia

In Slovenia, the three year vocational program in car-mechanic (Triletni poklicni program avtomehanik) can be also investigated as innovative vocational training programme characterised by a good combination of theoretical knowledge and practical skills and, in term of content, the comprehensive interdisciplinary training. This program can be provided by vocational schools or in partnership with employers as a dual system of apprenticeship and in-school education. The course ends with a final examination. The final-examination certificate enables students to enter the labour market or to continue education in two-year vocational technical secondary education programme which end with a vocational Matura examination, leading to a qualification at the level of a technical secondary education school. The programme includes some weeks of practical training with employers and is designed on the principles of modules and open curricula. The programme is mainly aimed at: 

connecting general, professional and practical training leading to core and professional competences development



implementing the notion of objective based learning and problem based planning



opening the curriculum with greater involvement of local partners, local needs and interests.



ensuring a grater school autonomy in the development of educational program.



using new methodical-didactic concepts with the aim to contribute to the teachers’ development, team work and individualization of lectures.

(3.5)

Innovative approaches from Spain

The Program “Aprendiz – Inserción socio laboral de jóvenes bajo riesgo de exclusión social – Aprendiz – social labour insertion of young people under risk of social exclusion” is an ongoing Program oriented to Qualification and labour insertion of Young people under risk of social exclusion in the Metal Industry (Qualification Area: Welding), implemented since 2004 by the Fundacion Laboral del Metal in the framework of the Social Responsibility Program. The main aim of the programme is: 

to foster the integration of young immigrants and young under risk of social exclusion in metal sector;



to change stereotypes in relation immigrants workers and young under risk of social exclusion;



to foster professional technical qualification among young people through training and professional qualification;



to foster VET qualifications among young people.

At the end of Program, young people receive: a) Basic Fomal Education that allows them to resume Formal Education Pathway b) VET Education: that allows them to get into the labour Market. The innovative dimension of the program mainly lies on the fact that, on the one hand the program tries to act as a catalyst in a continuous and sustained collaboration between the administration, companies and organisations who support young people at risk of being outcasts in Cantabria. The Non Profit making Organisations are responsible for groups who are willing to learn and find a job in the work market and carry out jobs connected with VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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integration and management with the Administration. The Foundation provides technical training and works as an intermediary with companies and the companies take on these people to do in company training and offer them training contracts, which in most cases end up with permanent employment. With this program as well as contributing to the worrying shortage of qualified workers in the metal sector, it offers a professional opening not only to the large number of immigrants – particularly young people between the age of 16 and 20 who arrive in Cantabria, but also to the local groups who are at a low risk of exclusion, who also participate on the program. Another program “Mujer Metal” is oriented to Qualification (Qualification Area: Welding) and labour insertion of Women in the Metal Industry with the specific purpose of fostering the integration of women in technical professions of the metal sector thus contributing to overcome stereotypes in relation to Women Labour at the Metal Industry. FORTECO Training Technical Seminars promoted by the automotive industries for teachers of Spanish Automotive VET schools can be considered another innovative approach in continuing vocational education and training. In order to face technical knowledge deficit in VET centres related to automotive studies, FORTECO organises annually free of charge Training Technical Seminars promoted by Automotive Industries and specifically addressed to VET teachers at national level on the latest technology applied on car models production. Training, Materials & equipments provided & financed by the Automotive Industry. The Participating Companies are: Robert Bosch España (Program Central Management), Volkswagen, BMW,SAAB,OPEL,FORD,SEAT, Peugeot, Citroen, SKODA, Toyota, CESVIMAP, Mercedes Benz, Mini, Porsche, Glasurit, RM, Audi, Chrysler, Jeep, Dodge, Mybach, Michelin. The program has been running successfully since 2007 offering around 40 seminars per year and training an average of 400 teachers per year. (4)

VETAS Innovation Award: the potential of the selected most innovative approaches

Two vocational education and training approaches from Europe have been awarded by the VETAS network as most innovative for their demonstrated excellence, impact and innovation in addressing the challenges of the automotive sector. The VETAS Innovation Award has been given to: 

the FORTECO project coordinated by Robert Bosch Espana, S.A. in Spain



the Automotive Academy Styria (AAS) in Austria.

(4.1) Forteco (ES) Forteco provides a simple and collaborative work among Government, Industry and Vet centers providing a sustainable, feasible and long term solution to tackle the lack of skilled and updated workforce in Spain. Annually different automotive industry makers provide technical seminars to update teachers of VET schools with the latest technological innovations in the sector. The seminars are financed by the different car makers. Government and Vet Centers allow teachers free time to attend the seminars and finance their travel expenses. Teachers attending seminars when returning to their centers provide internal training for other teachers generating a wide multiplying effect. Students attending automotive vet courses are constantly updated with new knowledge required by the industry and leave the schools with updated skills to start working at the shop floor. Teachers and VET students are updated according to latest automotive labour market technical demands and in pace with the technological changes. Curricula technological gaps are eliminated by this system. Industry guarantees provision of updated workforce for immediate start. The system contributes highly to reduce the constant gap between technological changes observed at the working process and schools curricula. School curricula and national qualification frameworks always run behind the VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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technological changes taken place at the industries. This effect on productivity and employment levels seeing students leave the school with out of date information and Industry has to undertake internal training and qualification schemes to have this ¨new worker¨ operative. The Forteco system updates the new workforce leaving the school every year by updating the teachers of the automotive VET schools. (4.2) Automotive Academy Styria (AAS) (AT) The Automotive Academy Styria (AAS) in Austria was set-up and implemented by the Automobile Cluster Styria (ACStyria) as a platform for industry-specific training, independent of car manufacturers. At the forefront of its activities lie areas such as automotive technology, automotive business as well as all peripheral areas of knowledge, on which the economic success of ACstyria partner companies (180 partner companies with about 40.000 employees) is based. In addition, AAS ensures optimum networking and co-ordination of existing automotive learning opportunities for all qualification levels. The offered courses are broken down into three sector-specific areas (automotive technology, business and periphery) as well as into three “training levels” (basic, medium and premium), all AAS courses are completed with a certification that is based on international quality criteria. Every year more than 70 seminars, workshops and training courses are offered. The assessment of Learning Outcomes takes place via a consortium of staff of different HE and VET providers. Continuous feedback of learners is evaluated and discussed in cooperation with HR-management of partner companies. AAS provides a broad range of training and education, covers a broad range of target groups, offers innovative integrated training models, and customised qualification for the entire workforce of companies based on EQF. The development of new training and education programs/courses is based on the analysis of requirements and trend monitoring in the automotive sector. AAS also coordinates training providers in the automotive sector. AAS was the first institution in Austria, to offer a comprehensive automotive training system that is specifically geared towards the requirements of partner companies. The VETAS Innovation Award has been given to the AAS for its wide scope of offers for different target groups and qualification levels that are strongly related to labour market needs and show a clear European dimension by applying the approach of the European Qualifications Framework and therefore support comparability of qualifications across borders in Europe. The award was accepted by Mrs. Sandra Kober, project manager and representative of the AAS at the conference. Further informations: www.acstyria.com or www.automotiveacademy-styria.com. (5)

Conclusions

The above described innovative approaches are very heterogeneous; it seems impossible to find a common denominator for them. However, this is only true if we consider these approaches without taking in account the motivation that has driven the development of these approaches: It can be claimed that the need for an optimization of human resources development under the conditions of rapidly changing work requirements stands behind all of them 2 . This is, of course, not an objective which was discovered only yesterday; it has steered educational policy and other efforts of players in the field since decades. But nowadays there are much more and much better tools Human resources development should in this context be understood in the broadest sense of the word: not in a sense that it is only a part of activities taking place within big enterprises, but as something that is carried out everywhere where educational activities can be found that enable individuals to work.

2

VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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available to achieve this goal, and the innovative approaches described above mirror this: Enabled by the worldwide use of information and communication technology, approaches have been developed with features that can be subsumed under the terms flexibilisation and integration: 1.

2.

Flexibilisation 

Time/date: Learning for professional purposes takes not only place within a limited period before one starts her/his professional life, but is possible in every life period, and this includes the recognition of learning results that can be achieved in various ways. The concept of lifelong learning is not only a slogan of educational policy; it has become the no longer questioned basis of various attempts to optimize VET.



Place: In the information age, the distance between places where people learn or work is losing more and more its importance. Work requirements cannot only be demonstrated at the work place, modern software allows for simulation of work processes everywhere.



Multiple usability of qualifications: Some studies/trainings allow for achieving certificates usable in VET as well as in Higher Education.



Transfer of work requirements into VET: There are approaches that provide a direct link between (labour market) research and training/education.



Dealing with existing VET systems: If educational systems do not provide for learning opportunities that allow for a close orientation to professional practice, it is not necessary to wait for the reform of the system. There are approaches to combine new training approaches (in terms of place, methods, assessment, certification) with the traditional system.

Integration  Combination of heterogeneous training content: For professional purposes, it is no longer possible to limit learning to technical issues of one kind. The integration of ICT and mechanics is significant for the automotive industry and is meanwhile considered in many training programmes; innovative approaches show best this combination. 

Collaboration of stakeholders: Collaboration of stakeholders of various origin is becoming more and more important. It encompasses public-private partnerships as well as cooperation between competitors.



Integration of new learner groups into training: There are some approaches that especially apply for target groups that are traditionally understood to be far from automotive work (as women), or those who cannot be easily integrated into society (immigrants).



Integration of the “educational chain”: The responsibility for phases of the process between selection of candidates and recruiting is normally divided among organizations who do not necessarily work closely together. There is an approach for offering the whole process within one structure of collaboration.

List of references: 

VETAS innovation award material at www.project-vetas.eu



Contributions to VETAS innovative approaches database at www.vetas.eu

Annexes: none

VETAS: Monitoring and evaluation report on vocational education and training in the automotive sector

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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