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REAR WINDOW

TRANSPARENT QUALIFICATIONS

IN THE ENGINEERING SECTOR

I/06/B/F/PP-154099

- WORK PACKAGE n° 1 -

output 1

ANALYSIS OF THE QUALIFICATION SYSTEMS& FINAL RESULTS



IMPRINT

This report was developed in the course of the LEONARDO DA VINCI pilot project “REAR WINDOW -

Transparent Qualifications In the Engineering Sector” (project number: I/06/B/F/PP-154099).

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.

For non-commercial purposes, a download version of this publication is available at: www.rear-window.org

© 2007 IAL Emiglia Romana, Bologna



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REAR WINDOW

TRANSPARENT QUALIFICATIONSIN THE ENGINEERING SECTOR



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PARTNERSHIP

The following partners had been working on this report:

IAL Emilia-Romagna (IT)

Promotor and co-ordinator

Cristina Ferrari

ANUP – Association of Romanian Popular

Universities (RO)

Ileana Boeru

Roxana Mihail

BEST Training (AT)

Work package leader (WP1)

Helmut Kronika

Wolfgang Eisenreich

Margot Fraßl

CEDIT - Centro Diffusione Imprenditoriale della

Toscana – Confartigianato Toscana (IT)

Gianfranco Corrieri

Raquel Jara Romero

CNFPA - Consiliul National de Formare Profesionala

a Adultilor (RO)

Ana Elena Costin

Catrinel Gagea

Elena Halalai

Dan Bajan

Rafael Gonzalez Martos

KTP Spolecnost pro kvalifikaci na trhu práce (CZ) Dagmar Berkova

Imke Troltenier

Fundación Red Andalucía Emprende (ES)



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TABLE OF CONTENTS

IMPRINT 2

PARTNERSHIP 4

TABLE OF CONTENTS 5

1 INTRODUCTION 7

2 ANALYSIS AND COMPARISON OF THE NATIONAL/ REGIONAL QUALIFICATIONS

SYSTEM IN THE ENGINEERING AREA OF THE COUNTRIES INVOLVED 9

Analysis of the Qualification System in Austria 9

Analysis of the Qualification System in the Czech Republic 17

Analysis of the Qualification System in Italy 22

Analysis of the Qualification System in Spain 29

Analysis of the Qualification System in Romania 34

3 SCREENING OF THE ENGINEERING AREA PROFESSIONS DESCRIBED IN THE

ANALYZED QUALIFICATION SYSTEMS 45

Engineering area professions in Austria 45

Engineering area professions in the Czech Republic 50

Engineering area Professions in Italy 53

Engineering area Professions in Spain 55

Engineering area Professions in Romania 57

4 ANALYSIS AND COMPARISON OF PROFESSIONAL STANDARDS USED IN

DESCRIBING THE PROFESSIONAL FIGURES OF ANALYZED NATIONAL/REGIONAL

SYSTEMS 61

Austria 61

Czech Republic 66

Italy 67

Spain 73

Romania 75



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5 VALIDATION OF FORMAL AND INFORMAL LEARNING 78

Austria 78

Czech Republic 79

Italy 80 Spain 82

Romania 83

6 DEFINITION OF COMMON CRITERIA FOR CHOOSING THE PROFESSIONAL

PROFILE TO BE DEEPLY ANALYZED 84

ANNEX: NATIONAL REPORTS IN ACCORDING NATIONAL LANGUAGES 88

Austria 89

Czech Republic 106

Italy 115

Spain 130

Romania 139



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1 INTRODUCTION

The “Rear Window” project will create methods and instruments for the comparison of

the national/regional qualifications systems in the engineering area. In order to achievethese objectives, the first work -package comprised an overall analysis of thequalification systems in the participating countries, i.e. in Austria, the Czech Republic,Italy, Romania and in Spain.

In particular, the following steps were undertaken:

? Analysis and comparison of the National/Regional qualifications system in theengineering area of the countries involved

? Screening of the engineering area professions described in the analyzedqualification systems

? Analysis and comparison of professional standards used in describing theprofessional profiles in the analyzed National/Regional systems

? Definition of common criteria for choosing the professional profiles to be deeplyanalyzed

? Identification of seven professions within the engineering area for comparing andtranslating the relative qualifications in the subsequent work-package.

For each participating country, a National Report was elaborated that contains thefollowing aspects:

? Analysis of the National/Regional qualifications system in the engineering area? Screening of the engineering area professions

? Analysis of professional standards used in describing the professions

? Validation of informal and non-formal learning

These findings, the synthesis and the subsequent analysis form the content of thisreport.

General situation

Many people undertake learning activities outside their own country. The appeal of thiskind of mobility is nonetheless limited by various factors, in particular the absence ofprovisions for the transfer, validation and recognition of learning outcomes acquiredabroad. The same applies to the transition from one system of vocational education andtraining to another, or from an informal learning situation to a formal training context.

With regard to the promotion of a "European Workspace", it is generally agreed amongEuropean policy makers to enhance European cooperation in vocational education andtraining. Therefore transparency of certificates, diplomas and qualifications,



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transferability of competencies as well as accreditation and recognition of non- formaland informal learning are necessary.

The notion of lifelong learning is based on the idea that people learn throughout allstages of their life and that formal systems of education and training, as well as informaland non-formal activities organised around these systems, all have a crucial part to

play.

Lifelong learning reflects the necessity of building a “learning and knowledge society”. Itis about employability and adaptability, as well as about personal development andfulfilment, and it recognises the existence of a variety of learning needs and learningforms that cannot be standardised but should rather be combined. In other words,lifelong learning emphasises that there is a need for a broader knowledge base, a needto reconcile the qualities of specialised teaching in education and training institutionsand the qualities of experienced-based learning from practical working as well as lifesituations.

By definition, the concept of li felong learning enlarges the scope of learning to include a

wide range of organisational structures, processes and methods outside formaleducation and training institutions, as long as they contribute to enhancing thepossibilities of self-development and skill formation of the individual. From this point ofview, the implementation of this concept also challenges the traditional forms of workorganisation, requiring the development of more learning-friendly work environments.This is necessary to meet the individual’s need for continuous and varied renewal ofknowledge and the enterprise’s need for a broad array of knowledge and competencies.

Using learning outcomes as a key element in qualification frameworks implies a lesserneed to be prescriptive in relation to the input s to the learning process. It is the level ofcompetence achieved at the end of the process that is looked at.

In this report, we will refer to questions on standards and qualifications in the

participating countries Austria, Czech Republic, Italy, Romani a and Spain.



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2 ANALYSIS AND COMPARISON OF THE NATIONAL/

REGIONAL QUALIFICATIONS SYSTEM IN THE

ENGINEERING AREA OF THE COUNTRIES INVOLVED

ANALYSIS OF THE QUALIFICATION SYSTEM IN AUSTRIA

Secondary and Post-Secondary Non-Tertiary Education: Objectives

Secondary school (Hauptschule)

Hauptschule is to convey basic general education and to prepare pupils for occupationallife and/or for a transfer to an intermediate-level and higher-level school.

Pre-vocational school (Polytechnische Schule)

Polytechnische Schule (pre-vocational school) is to prepare pupils in the 9th year ofcompulsory schooling for practical life, in particular for the labour market, by adequatelyexpanding and enriching their general education, by preparing them for career choicesthrough vocational orientation, and by conveying a basic vocational education. Pupils

are to be best qualified consistent with their interests, talents, gifts and abilities fortaking up an apprenticeship andpart -time compulsory vocational schools.

Part -tim e compulsory vocational school (Berufsbildende Pflichtschule / Berufsschule)

The Berufsschule has the task of providing supplementary specialised instruction andoffering persons who have to complete compulsory vocational schooling basictheoretical knowledge, promoting and complementing their company -based training, andto improve their general education. “Supplementary" means: in addition to the work inthe training-company (apprenticeship or trainee contract).

Medium-level technical and vocational schools (Berufsbildende mittlere Schulen)

The Berufsbildende mittlere Schulen have the task of imparting the basic specialistknowledge and skills that qualifiy students to immediately take up a profession or tradein the domain of technology, arts-and-crafts, domestic science, or any other economicor social area. Thus, the Berufsbildende mittlere Schulen offer training for certainprofessions and an appropriate measure of general education with a particularemphasis on personal development and key competence. Training in practice firms,



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school workshops, laboratories and other facilities forms an essential part of therespective course.

Most of the disciplines require the students to acquire work experience in companiesduring the summer holidays

Secondary technical and vocational colleges (Berufsbildende höhere Schulen)

The Berufsbildende höhere Schulen have the mandate to impart a higher level ofgeneral and specialist education, qualifying students for direct entry into higher-levelprofessions in the areas of commerce, technology, arts-and-crafts, home-economics, orany other economic or social area, and at the same time lead to the qualification to takeup university studies.

The qualifications offered are equivalent to those acquired through post -secondaryvocational training in other EU-member states. Personal development, communicative

competence, mobility, flexibility, creativity, social commitment and ability to work inteams are major objectives of the training courses. Practice-oriented working methodsare trained in practice firms, school workshops, laboratories and other facilities. Most ofthe courses require periods of work -experience during the summer holidays (numberand duration given in the curricula).

Secondary and Post-Secondary Non-Tertiary Education: Types of Institution

Secondary school (“Hauptschule”)

The general secondary school follows the 4th year of primary school and comprises fouryears (grades 5 - 8). Its task is to convey basic general education and to prepare pupils,according to their interests, talents, and skills for occupational life and/or for a transferto an intermediate-level and higher -level school.

The general secondary schools belong to the “Allgemein bildende Pflichtschulen”(general compulsory schools) and are operated by a different provider than the“Allgemein bildenden höheren Schulen” (academic secondary schools). Secondaryschools are therefore often situated in close vicinity or in the same building as otheracademic secondary schools. They are run by local communities or municipalassociations.

Pre-vocational school (“Polytechnische Schule”)

The pre-vocational school is a one-year school primarily attended by pupils aged 14-15as their 9th year of schooling, who want to take up vocational training immediately afterthe statutory schooling period via the dual system (part -time compulsory vocationalschool).



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Part -time compulsory vocational school („Berufsbildende Pflichtschule / Berufsschule“)

Apprentices within the meaning of the "Berufsausbildungsgesetz" (Vocational Training Act) and persons being trained in an apprenticeable trade in specia l independenttraining institutions are subject to part -time compulsory vocational schooling.

Attendance is either all year round, in courses or seasonal, in addit ion to training in a

company. This type of vocational training is called “Duales System” (dual system).

The tasks of part -time vocational schools are laid down in § 46 of the"Schulorganisationsgesetz" (School Organisation Act). They are to convey to personsundergoing part -time compulsory school ing the basic theoretical know-how throughspecialist technical education in addition to company -based training, to support andassist their training on the job and to widen their general education.

Currently, there are some 250 apprenticeable trades. The ratio of time spent oncompany -based training to time spent on vocational-school training is approx. 4:1.

About 40% of all compulsory school leavers take up an apprenticeship, one thi rd ofwhich is female. Most apprentices are found in the trades and crafts, ahead of

commerce, industry, tourism and leisure, transport, banking and insurance. Apprenticesare entitled to a remuneration that is governed by a collective tariff agreement andamounts to approx. 25 - 40% of the initial wage of a skilled worker in the first year ofapprenticeship and then rises annually.

Medium-level secondary technical and vocational schools (“Berufsbildende mittlereSchulen”)

After 8 years of school ing young people have the choice, apart from further training in ageneral education school, among 300 technical and vocational training variants. Thereare the following major categories:

? Part-time compulsory vocational schools

? Medium-level technical and vocational schools: Grades 9 – 12 max.Berufsbildende mittlere Schulen take 1 to 4 years and give pupils thequalification of a skilled worker or medium-level employee. In the area ofBerufsbildende mittlere Schulen longer training courses are predominant;moreover, a tendency away from medium-level to higher level schools can benoted.

? Secondary technical and vocational colleges: Grades 9 – 13. Berufsbildendehöhere Schulen take 5 years and lead to the Reife- und Diplomprüfung(matriculation and diploma examination).

Specialisation of Studies concerning the Engineering and Mechanical Sector

Part -time compulsory vocational school („Berufsbildende Pflichtschule / Berufsschule“)

The approx. 250 appreticeable trades are classified by the duration of training.

Apprenticeships tak ing 2 years and 2.5 years (predominantly crafts): e.g.: cleaner ofmonuments, facades and buildings, confectioner, beautician, masseur, textile patterndesigner (2.5 years).



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Approx. 70% of apprenticeable trades take three years of training: e.g. off ice clerk, retailtrader, wholesale trader, industrial clerk, auto electrician, hairdresser and wigmaker(stylist), cook, restaurant manager, plumber and fitter, carpenter, joiner, bricklayer,painter and decorator, tailor (for men or women), disposal, waste and wastewater manager.

Apprenticeab le trades with a 3.5-year tra ining (frequently technical trades): e.g. carmechanic, electrician, fitter mechanic, communications technician, machinery fitter,photographer, optician, chemical laboratory technician

Four-year branches: e.g. dental technician, plant electrician, mechanic, tool mechanic,electrical technician specialising on process technology.

There are technical Colleges (Fachschulen) for: construction technology, electricalengineering, electronic enginieering, aviation engineering, mechanical engineering,carpentry

Higher-level technical and vocational schools (“Höhere technische und gewerbliche

Lehranstalten”):

? construction technology (various special focuses),

? interior design and woodwork ,

? chemistry (various special focuses),

? electrical engineering (various special focuses),

? electronic engineering (various special focuses),

? applied electronic data processing and organisation,

? chemical engineering,

? mechanical engineering (various special focuses),? mechatronics,

? materials engineering,

? industrial engineering,

? art and design,

? environmental engineering

The mechanical engineering branch is divided into schools for

? general mechanical engineering

? building technology and energy planning

? automotive engineering

? automation technology



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Training at technical schools has a tree-like structure. The disciplines correspond to atree trunk from which, from the third year onward, "specialisations" branch out. I.e. thefirst two years of all disciplines have the same curriculum. F rom the third year on thecurricula differ according to the specialisation.

Continuing Education and Training for Young School Leavers and Adults: General

Objectives

Although the object ives of general and vocational adult educat ion differ, they have manyaims in common. In general, adult education is supposed to endow people with theknowledge and skills they need to meet private, social and professional demands. As acontribution to lifelong learning, adult education and continuing vocational training aimto promote the readiness and ability of the Austrian people to make sound judgements,to act responsibly and to develop their personal potential. Adult education andcontinuing vocational training are supposed to help people acquire additional know-how,skills and social competences, which are to improve career prospects and to put people

into the position to take responsible political action. Vocational adult education may takethe form of short - or medium-term training courses or of full-fledged vocational trainingprogrammes.

To meet the objectives of life-long learning, access to adult education for all is to befacilitated inter alia by a further expansion of the educational counselling and careerinformation system and by heightening motivation to tak e part in further educationprogrammes. This high priority which Austria is according to life-long learning isreflected in an increase of the budgetary appropriations for "General Adul t Education"by 28% in 2005.

Skill-upgrading measures funded by the Labour Market Service usually aim at quickly

re-integrating individuals into the labour force. The fundamental objective of thesetraining courses is to redress the imbalance between demand and offer on the labourmarket by endowing individuals with vocational or career-related skills and know-how,as well as with personal skills and social competences. These measures are notsupposed to prepare people for one specific position but to increase their overall, long-term chances of finding a job which suits their qualifications and abilities. Objectivesalso include helping women to overcome gender-specific disadvantages and dealingwith changing social structures. Labour-force training caters to individual needs and ismainly directed at population groups and individuals who are affected or threatened byunemployment.

The general objectives of vocational schools for working adults are described in thefollowing:

Medium-level technical and vocational schools for working adults provide a wide rangeof initial vocational training courses leading to officially recognised certificates.

Addit ionally, they offer people who have already completed some form of vocationaltraining (e.g. apprenticeship training) the possibility to deepen their knowledge in theirfields. Master craftsman classes/schools are primarily supposed to prepare students forthe master craftsman examination. Foremen's schools/courses are to train students formedium-level management positions in the engineering sector and to give them thepossibility to acquire qualifications which permit them to work as trainers of apprenticesin enterprises.



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Secondary technical and vocational colleges for working adults lead to(matriculation anddiploma examination which carries professional as well as university entrance privileges(double qualifications). In accordance with the Commission Directive 95/43 EC of 20July 1995, training at secondary technical and vocational colleges is equivalent to post-secondary vocational training in other EU member states.

Continuing Education and Training for Young School Leavers and Adults: Types

of Institutions

In Austria general and vocational adult education is provided by various institutions,mainly by non-profit institutions and by special types of public schools (secondaryschools for working adults). As the average formal education level of Austria'spopulation is rising, universities and Fachhochschulen (non-university tertiary educationinstitutions with a strong vocational and technical orientation) are of growingsignificance for the adult education sector. In the area of in-service staff trainingorganised by companies, commercial organisations, many of which are relatively small,

provide a major share of adult training courses.

Non-profit providers

Outside the area of company-based training, non-profit providers have traditionallyplayed the most important role in general adult education and continuing vocationaltraining in Austria. The history and structure of these providers reflect Austrian politicsand religion as well as the development of the Austrian adult education associations.Together, the major providers of adult education form "KEBÖ", the Austrian conferenceof adult education institutions.

Schools for working adults

All certi ficates awarded upon completion of apprenticeship training and of intermediateand upper-secondary courses can also be acquired through second-chance education ata later point in life. The major share of certificates acquired in the course of second-chance education is awarded by Berufsbildende höhere Schulen (secondary technicaland vocational colleges) for working adults (nearly 1,300 each year). The areas coveredby special training programmes for working adults correspond to those taught atordinary schools and comprise technical trades and other vocational fields.Berufsbildende mittlere Schulen (medium-level technical and vocational schools) forworking adults have more students who complete courses in technical fields (foremen'sschools, building trade schools, master craftsman schools) than in commercial areas.

Allgemeinbildende höhere Schulen (academic secondary schools) for working adultsproduce a little less than 500 graduates every year. There are also college courses forworking adults



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Second-chance education

Secondary school-leaving certificate (“Hauptschulabschluss”)

Passing year four of general secondary school is a prerequisite for students who wish toattend a medium-level technical and vocational school, a secondary technical and

vocational college or an academic secondary school. Without a secondary school -leaving certificate the chances of finding an apprenticeship training place or employmentare relatively low. Persons trying to effect the validation (nostrification) of school-leavingcertificates acquired outside of Austria may also have to take some exams which arepart of the secondary school curriculum.

It should be emphasised that this important certification confirming successfulcompletion of grade 8 (=year 4 of Hauptschule) is not automatically granted uponcompletion of compulsory schooling. This is why several adult education institutionsoffer courses which prepare students for a special examination procedure in front of aboard of examiners leading to the award of the secondary school-leaving certificate.Such preparatory courses are usually offered by adult education institutions against a

fee.

Vocational maturity examen (“Berufsreifeprüfung”)

In September 1997, the act regulating the vocational maturity examen came into force.Since then, adolescents/adults have had the possibility to take a special matriculationexamination, based on practical know-how acquired through work experience. Initially,these regulations only applied to persons who had previously completed a"Lehrabschlussprüfung" (apprenticeship certification exam) or a medium -level technicaland vocational school of at least three years' duration, and to graduates of schools fornurses or of paramedical schools of at least 30 months' duration.

Since 1 September 2000, when a pertinent amendment came into force, persons who

have completed apprenticeship certification exams ("Facharbeiterprüfung") in the fieldsof agriculture and forestry have also been entitled to take the vocational maturityexamen.This special matriculation examination is equi valent to the maturity examentaken at higher-level secondary schools in as far as it entitles its holders to take upstudies at Austrian universities, and as it also leads to the same grading in civil servicesalary schemes. With the introduction of the vocational maturity examen know-howacquired through practical work experience was, for the first time in Austria, declaredformally equivalent to theoretical school-based education.

Special admittance to the apprenticeship certification exam ("Lehrabschlussprüfung"):

Under certain circumstances, persons who have completed apprenticeship training (asdefined by the Vocational Training Act – "Berufsausbildungsgesetz") but have not takenan apprenticeship certification exam ("Lehrabschlussprüfung") and persons who work ina position which corresponds to the professional profile of an apprenticeable trade areallowed to sit for an apprenticeship certification exam ("Lehrabschlussprüfung") and,thus, to acquire official vocational qualifications. Against a fee, preparatory courses forthis exam are offered for some apprenticeable trades. These courses for example maycover the subjects usually taught at part -time compulsory vocational school.

The number of relatively small providers is growing in both the general and thevocational adult education sectors. This is not only true for providers of in-service staff



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training for companies, 37% of all external training sessions financed by businessenterprises are provided by small organisations but also for individual general -educationactivities. Small providers tend to focus on IT-related topics and language courses,personality development or cultural education.



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ANALYSIS OF THE QUALIFICATION SYSTEM IN THE CZECH REPUBLIC

Secondary and Post-Secondary Education: Objective s

General objectives for particular types of secondary education are described in thefollowing chapters.

Public high schools (strední školy)

...provide their pupils with four years of general education as well as with broadlyconceived technical education with the possibility of specialisation depending on thetype of school and the field of study. Through their educational activities, the schoolsnurture the pupils' personal, intellectual and moral qualities. They provide for aesthetic,health, physical and ecological education and also offer religious education. Theyprovide pupils with qualifications to perform activities in all areas of the nationaleconomy: industry, agriculture, civil service, culture, health care and social services.

They also prepare pupils for further studies. The studies end with a school leavingexamination (maturitní zkouška). The school leaving examination certificate is evidencethat the graduate has completed full higher professional education (úplné stredníodborné vzdelání). It is a professional qualification in the relevant field and is also aprecondition for seeking admission to a higher education institution.

Secondary training colleges (strední odborná ucilište)

... offer two- and three-year courses (ISCED 3C) preparing pupils for manual work -related and similar professions, and four-year courses (ISCED 3A) providing educationand training for demanding work -related occupations and some technical functions of anoperational nature. Most courses last for three years with a smaller number being foronly two years.



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Secondary training colleges provide both general and vocational education related tothe relevant branch of training. The important part is dedicated to professional trainingwhere pupils acquire practical skills necessary to carry out a job. Their educationalprovision seeks to develop the pupils' personalities and nurtures their intellectual andmoral qualities. The schools also ensure the aesthetic education, health care, physicaland environmental education of their pupils. Pupils get qualifications for the

performance of certain professions and skills and they are also prepared for furthereducation (with the exception of two year courses).

Through study courses offering full higher professional education (úplné strední odbornévzdelání), pupils develop their potential to study at higher education institutions.

Secondary and Post-Secondary Education: Types of Institution

Upper secondary schools are divided into the following types: Secondary vocationalschools (strední odborné školy) and secondary training colleges (strední odborná

ucilište). Apart from the above schools, the law provides for training schools (ucilište)which are not termed "secondary schools".

Training schools (ucilište)

... provide training for various professions primarily for pupils who ended theircompulsory schooling below the ninth year of a elementary school or who failed tocomplete their ninth year of a elementary school. Training in these centres ends with thesuccessful passing of a final examination (záverecná zkouška).

Secondary vocational schools (strední odborné školy)

On the basis of their specialisation in particular fields, secondary vocational schools(strední odborné školy) are divided into technical schools (prumyslové školy) (e.g.mechanical engineering, construction, chemistry, electrical engineering), businessacademies, secondary agricultural schools, secondary forestry schools, secondarymedical schools , secondary pedagogical schools etc.

Secondary vocational schools provide education in some 90 core fields of study in thefour-year courses and about 20 core study fields in the three-year courses. S econdaryvocational schools may introduce new fields if the Ministry of Education approves them.The fields often differ only slightly.

Fields of study at secondary vocational schools (strední odborné školy) are brokendown into the following groups according to their core branches:

? ecology and environmental protection,

? mining and mining geology, metallurgy and foundry industry,

? mechanical engineering and metalwork,

? electrical engineering, telecommunication and computers,

? chemical engineering and chemistry of glass and ceramics,

? food industry and food chemistry

? etc (22 other sectors)



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The Ministry of Education provides registration and accreditation of educationalprogrammes.

This institutional breakdown, however, has had its day and there are only a few schools

offering education in one field only. Institutions are increasingly concentrating onoffering various educational programmes. Schools can provide education of differentlevels and in one or more branches depending on their capacity, staff and equipment.

Conservatory (konzervator)

One specific type of a s econdary vocational school is a conservatory (konzervator)offering a full higher professional education (úplné strední odborné vzdelání) and/orsecondary professional education (vyšší odborné vzdelání) in the arts: either dance(eight years of study) or singing, music and drama (six years of study). In the lower

years of eight -year conservatory the pupils are completing their compulsory schoolattendance.

Secondary training colleges (strední odborná ucilište)

... are not divided into various types. Even the fact that some of these schools providetheoretical education, practical training and extra curricular activities, while othersprovide only theoretical and extra curricular activities to some pupils does not justify theexistence of several types of these schools. It is only when training requires facilitiesthat a particular school does not have that it is not offered to pupils. In such casespractical training is provided by centres for practical education (stredisko praktickéhovyucování) or by sites for practical education (pracovište praktického vyucování) - theformer established by companies, the latter by individuals.

Secondary training colleges offer more than 43 two-year training courses, about 120three-year training courses and about 40 four-year study courses. The majority ofcourses are for three years. Secondary training colleges may offer other courses if theMinistry of Education approves them.

Apprenticeship courses are divided into groups according to core branches, in the sameway as the fields at secondary vocational school.

The Ministry of Education registers and approves educational programmes.

Continuing Education and Training for Young School Leavers and Adults: General

Objectives

Adult educat ion organised by schools aims to provide a second chance for people whoneed it. It provides education to a defined level, with aims that are identical to those offulltime study. The crucial number of persons is at the ISCED level 3A and 4A (mainly invocational and technical branches, not in general branches) and ISCED 5. This isbecause the overwhelming majority of young people successfully complete compulsoryeducation so that the number of those at the ISCED level 2 preparing under the secondchance is very low. ISCED level 3C was always on a large scale available, that is whythe number of those preparing at this level under the second chance is also



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insignificant. The post-grammar school studies (pomaturitní stadium) (ISCED 4C) is aspecial sub-category of one-year language study at language schools.

Retraining is one of the tools of active employment policy. In general, it focuses on theadaptation of the labour force to changes in the labour market. Most participants areemployment seekers registered with Labour Offices and in these cases the general

objective is employability, with the concrete aim of preparing them for a certain job, ofsupplying them with certain skills required by the labour market. Thus two types ofretraining can be distinguished:

? for gaining a new qualification;

? for extending existing qualification.

Specific provisions for young people or for fresh school leavers, for those who re-enterthe labour market after an interruption caused by maternity leave or other reasons, aswell as measures which should stimulate the demand for further education are still in

their early stages. Since the beginning of 2004 all Labour Offices have launched the"First opportunity" programme intended for young job seekers up to 25 years of agebefore they reach 6 moths of unemployement, and the "New start" programme intendedfor adults over the age of 25, before they are unemployed for 12 moths.

Sectoral training with a high level of obligation for workers is typical in some sectorswhere there is continuous innovation (traditional examples are medicine and the healthservice as a whole) or for some employers (in education, the judiciary, banking, publicadministration). Compulsory training takes place in the cross sectoral fields ofoccupational safety and fire protection and also in some occupations, for examplespecial technical professions.

In-company training is aimed at improving current performance or at the introduction of

new tasks within the organisation. It is usually divided hierarchically (for managementand for employees).

Civic and recreational education helps people to adapt to historical and social changes(e.g. joining the European Union) and offers general education.

Continuing Education and Training for Young School Leavers and Adults: Types

of Institution

Adult educat ion is provided by:

? schools including universities (vysoké školy) and educational institutions, whichoffer education at a defined level and organise various courses, includingretraining;

? firms/organisations (enterprises, institutions, government departments, etc.),which provide education primarily for their employees, either by their ownlecturers/institutions or (mainly) by purchasing this training from specialisedlecturer or institutions (schools, non-profit or commercial organisations);



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? non-profit organisations: sectoral educational institutions, foundations, churches,trade unions, professional associations, political parties;

? commercial educational institutions; schools can also organise educationalcourses on a profit basis.

The majority of organisations of all the above types are small.

Generally speaking, it is not possible to connect a type of institution with a particularfield. The exception is schools that maintain a general profile and by sectoral orprofessional institutions.

A special group of institutions are ret raining establishments, i.e . insti tut ions which weregranted accreditation from the Ministry of Education, Youth and Sports. They are:

? establishments accredited as institutions;

? educational or health establishments which have accreditation for educational

programmes;

? educational purpose units of employees.

Labour offices play a significant role in the organisation, orientation (and financing) ofsome aspects of further education. Firms and schools may also organise educationalactivities in cooperation with labour offices and receive financial contributions fromthem.

There are also some non-governmental or international associations that participate inthe development and co-ordination of adult education.



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ANALYSIS OF THE QUALIFICATION SYSTEM IN ITALY

In the last years (starting from 20001) the Italian education system, with specificreference to secondary education, has been revised and reformed several times, and animportant debate is still going on since the majority of government has just changed(april 2006), which will probably lead to other reforms. The debate focuses mainly on thehypothesis of reform of the “secondo ciclo schools2”, in particular on the relationshipbetween education and training paths and on the possibility to pass from one path to theother, as well as on the early choice required at the end of the pr imo ciclo and on theposition of technical education.

What follows is therefore based on law n. 53 of 28 March 2003 and Legislative Decreeno. 59 of 19 February 2004, which is the last reform legislation, which introducedcompulsory education up to 14 years of age and compulsory training up to 18 years ofage3. Therefore, young people must complete compulsory training within uppersecondary education system (see paragraph A.1), through apprendiceship or within thebasic sistema di istruzione e formazione professionale (see paragraph A.2).

Analysis of the National/Regional qualification systems in the engineering area

A.1 Secondary and Post-Secondary Non -Tertiary Education

A.1.1 Object ives

Lower secondary educationThrough its subjects, it is aimed at fostering the ability to study autonomously and at

strengthening the pupils' attitudes towards social interaction. School organises andincreases, also through ICT literacy and study in depth, knowledge and skills alsorelated to the cultural tradition as well as to the social, cultural and scientific evolution ofthe contemporary reality; it is characterised by the different teaching and methodologyapproaches according to the development of the pupils' personalities; it progressivelydevelops choice skills and abilities according to the pupils' attitudes and inclinations. Itprovides adequate instruments to continue education and training activities; itintroduces the study of a second language of the European Union; it helps to orientateoneself in the future choice within education and training. It is a secondary compulsoryschool

Vocational Upper Secondary Education (Istruzione Secondaria Superiore Professionale)

Technical education aims at preparing to carry out technical and administrativefunctions as well as some professions in the trade, services, indust ry, building,agriculture, navigation and aeronautics sectors. Vocational education aims at providinga specific theoretical and practical preparation to carry out qualified functions in the

1 See law n. 30 of 10 February 2000 regarding the reorganisation of school cycles. Actually, law n. 291/2006 (15December 2006) introduced compulsory education up to 16 years of age, therefore other changes will beimplemented in the next months.2 For students from 15 to 19 years of age, as foreseen in law n. 53/2003.3 See also law n. 94/1999.



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trade, services, industry, artisanship, agriculture and navigation sectors. Art educationaims at preparing to artistic work and production according to the local industry traditionand typical row materials.

Post-secondary non Tertiary Education (Istruzione Post Secondaria NonSuperiore)

Post-Secondary Vocational Train ing Courses – 2nd level

Post-secondary training courses aim at acquiring vocational skills with a hightheoretical, technical and managerial content, also through practical work and stages inenterprises.

Istruzione e Formazione Tecnica Superiore (IFTS)

These pathways aim mainly to develop professional specialisations at post -secondarylevel which meet the requirements of the labour market, both in the public and privatesectors, in particular for what concerns the organisation of services, local bodies andproductive sectors undergoing deep technological innovations and by the markets

internationalisation according to the priorities indicated by the economic planning atregional level. Starting from academic year 2002/2003, 37 professional specialisationshave been defined at national level.

A.1.2 Types of Institution

Lower secondary education

The scuola secondaria di primo grado lasts 3 years and is part of the primo ciclo diistruzione together with primary school. There are no different types of scuolesecondarie di primo grado.

Vocational Upper Secondary Education (Istruzione Secondaria Superiore Professionale)

Schools offering vocational secondary education are the following:

? istituti tecnici : their duration is subdivided into a basic two-year cycle and a three-yearcycle with more branches of study and specialisations;

? istituti professionali : their duration is subdivided into a three-year cycle, leading toobtain a diploma di qualifica and a post-qualification two-year cycle (4th and 5th years)that grants admission to the university;

? istituti d'arte: they foresee courses lasting for three years and structured in sectionsdepending on the art specialisation's

Law no. 53/2003 modifies also the education and training system, which includes pathsthat will be progressively defined through implementation decrees. These paths willpermit to obtain titles and vocational qualifications at different levels; if they have a four-year duration, it will be possible to attend a fifth year to be granted admission to theuniversity or non-university tertiary education.

Students have to make their choice at the end of scuola secondaria di primo grado atransition is however possible between the two systems.

Furthermore, law allows 15 to 18 year-old students to attend 2nd level courses throughalternation of study and work periods, under the responsibility of schools or training



24

institutions, on the basis of agreements with enterprises or associations of professionalclasses, public or private bodies, or to attend integrated courses organised at vocationaleducation and training institutes offering study programmes planned by the two systemstogether.

Post-secondary non Tertiary Education (Istruzione Post Secondaria Non Superiore)Post-Secondary Vocational Training Courses – 2nd level

They are organised and managed directly by the Regions or, more often, by provincialor municipal administration through delegation from the Regions. The courses last 6-12months and can be destined to young people who have obtained the certifica te of uppersecondary leaving examination diploma di superamento dell'esame di stato and are nolonger subject to compulsory training, and want to obtain a second level qualification.

Istruzione e Formazione Tecnica Superiore (IFTS)They are organised and managed directly by the Regions and last 2 years. Professionalfigures are outlined according to ISTAT and ATECO classifications, respectively ontechnical professions and economic activity sectors. The outli ned figures correspond todifferent professional areas, which offer, on their turn, further professionaldevelopments. 46 professional figures have been defined at national level. For eachprofessional figure, its reference economic sector, its features and activities at nationallevel have been defined. These figures are outlined by the Regions and the AutonomousProvinces, on the basis of a previous experimentation, and according to the outcomes ofthe research on the formative requirements as well as the work carried out by thesectors committees instituted by the National Committee (Agriculture, Environment,Building, Industry and Handicraft, Social services, Insurance services, Transports,Tourism, ICT) on purpose. The broad-area professional figures can be articulated intomore regional professional profiles in order to guarantee correspondence between thecourses and the actual requirements of the labour market of the Regions. The Regions

and the autonomous Provinces of Trento and Bolzano can promote pilot projectsreferred to professional figures not foreseen at national level which correspond todocumented needs of the territorial labour markets. IFTS courses are planned andcarried by minimum four educational subjects: school, vocational training, university,enterprise or another public or private subject, formally associated in the form of aconsortium.

A.1.3 Specialisation of Studies concerning the Engineering and Mechanical Sector

Vocational Upper Secondary Education (Istruzione Secondaria Superiore

Professionale)

The most widespread engineering and mechanical specialisation of Istituti tecnici , allhaving a five-year duration, are listed below:

? Industry sector - specialisation: mechanics, electrical engineering, electronics,industrial physics, chemicals, textiles, etc.

? Nautical sector - specialisation: machinery operator, shipbuilder.

Regarding the Istituti professionali , the following three-year sectors and branches ofstudy specialisation's in the engineering and mechanical sector are offered:



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? Agriculture-specialisation: agroindustrial

? Industry and crafts-specialisation: building, mechanical and thermal, electricaland electronic

After the three-year period of specialisation, two-year courses can be insti tuted to offercultural and practice education at upper secondary school level.

Post-secondary non Tertiary Education (Istruzione Post Secondaria NonSuperiore)Post-Secondary V ocational Training Courses – 2nd level

The range of formative offers is quite wide and different from region to Region, since, asalready said, these course are organised and managed directly by theRegions/Provinces.

The Emilia Romagna Region offers the following specialisation regarding theengineering and mechanical sector: Draughtsman, Industrial designer, Industrialautomation technician, Technologist for mechanical product/process.

The Toscana Region offers the following specialisations regarding the engineering andmechanical sector: Production engineer, Licensed aircraft engineer, Micromechanicalengineer, Thermal engineer and thermohydraulic construction site manager.

Istruzione e Formazione Tecnica Superiore (IFTS)

IFTS courses refer to professional specialisations which require a training at post -secondary level.

The professional profiles regarding the engineering and mechanical sectors are the

following: tecnico superiore di disegno e progettazione industriale, tecnico superiore diproduzione, tecnico superiore di industrializzazione del prodotto e processo, tecnicosuperiore conduzione/manutenzione impianti, tecnico superiore di automazioneindustriale

A.2 Continuing Education and Training for Young School Leavers and Adults

Civil, social and economic development, as well as technology progress required thepromotion of permanent education and training. As for young people, the strongesteffort was aimed at fighting school dropout, a phenomenon which affects post-

compulsory school age. In order to combat dropout, compulsory training up to 18 yearsof age has been introduced, as described at the beginning of this chapter. Therefore,young people must complete compulsory training within upper secondary educationsystem (see paragraph A.1), through apprendiceship or within the basic sistema diistruzione e formazione professionale, that will be dealt within this chapter, togheter withadult education.



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A.2.1 Objectives

Vocational Training Courses – 1st level

Vocational courses (1st level) aim at the learning of specific professional theoretical andpractical skills, also through exercises and stages in enterprise. They last two years and

are subdivided into cycles that can be certified. They are made up of reception,guidance and tutoring modules and offer the possibility to attend a third year at the endof which it is released a specialisation certificate. The structure of these courses will bemodified according to recent legislation which is progressively changing.

At present, these course are organised and managed directly by the Regions/Prov inces,and the range of formative offers is quite wide and different from region to region.

Centri Territoriali Permanenti (CTP)

The general objectives of the Centri Territoriali Permanenti – CTP are a higher level ofeducation, through higher cultural education and the related communication abilities; it

will give the possibility to increase the abilities related to language, communication andculture and will help to develop the attitudes for a full participation in the social life. TheCTP are committed with boosting the cultural development of adult population in theeducation system and favouring social integration of particular groups.

These objectives are reached through differentiated organisations and programsaccording to the types of users and their requirements, taking into consideration theirliteracy level, employment or unemployment state, geographical provenience.

Apprenticeship path

Three different paths are regulated and foreseen:

? apprenticeship for accomplishment of the diritto-dovere to education and trainingaccording to law 53/2003, aimed at attaining a qualification and fulfillingcompulsory training through alternating training;

? professionalising apprenticeship, not aimed at attaining a qualification, but atincreasing the technical abilities of the students in order to make themqualified workers;

? apprenticeship for the attainment of a diploma or for high training path, aimed atattaining an upper secondary school title, a degree or a specializzazionetecnica superiore (IFTS).

The content of this external training includes transversal, technical, scientific, andoperational skills and knowledge, which are differentiated on the basis of theprofessional profiles.

In some sectors (construction, heavy engineering, services, fabric/footwear, tourism), thetraining objectives of occupationally-based course contents have been defined by variousgroups of sectoral experts. The document drafted identifies the occupational skills that theapprentices of each group must attain by the end of the external-training pathways, theserepresent the training objectives on which such external pathways are to be designed. For eachgroup of professional profiles, the educational qualifications considered “suitable” are indicated.These are the educational qualifications for which national collective contracts mayacknowledge a reduction in the external-training commitment.



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The contents of the supplementary module for apprentices, subject to compulsory trainingconcern three types of skill: a) language skills; b) mathematical skills; c) IT skills.


Vocational Training Courses – 1st level

Vocational courses (1st level) are destined to young people from 15 to 18 years of ageand to adults, falls within responsibility of the regions and are regulated by theirrespective legislations. It is important to point out that all subjects and structures will becompletely revised under the broader new structure of the education and vocationaleducation and training systems, as the reform is being progressively implemented.

The courses destined to young people last for 2-3 years, depending on the region, whilethose destined to adults last 1 year.


The CTP are destined to young people from 15 years of age and adults, and are underthe responsibility of the State, being regulated by Ministerial Orders.

The Centri Territoriali Permanenti provide for reception, listening, guidance as well asfor primary functional and post literacy programs, for language learning as well as forrecovery and development of cultural and relational skills necessary for a fullparticipation in the social life.

The CTP take on the role as service centres of the educational and training system foradults, these centres are supposed to organise the integrated training offer, throughagreements among schools of different education level. As a general rule, they operateat district level and have the task of co-ordinating the educational and training offersplanned in their area.

The centres, through the work of the co-ordinators, keep up relations with public andprivate bodies involved in education and training. It must be remembered that the firstinterlocutors for the organisation of adult education courses were the trade unions; atpresent the changes that have occurred in the type of users have extended the numberof interlocutors to include local government bodies, associations, recreational clubs forworkers (case del popolo), parish churches, etc.

Apprenticeship path

According to the out line of the decree approved by the Council of Ministers on 31/07/03,the task of regulating the training profiles of the apprenticeship for fulfilling the right/dutyto participate in education and training is assigned to the Regions and AutonomousProvinces, in agreement with the Ministry of Labour and Social Policies and the Ministryof Education, University and Research, after consulting the employers’ and workers’associations.The Regions and Autonomous Provinces are also responsible forregulating the training profiles of the occupationally -based apprenticeships, inagreement with the employers’ associations. Lastly, the regulation of the trainingprofiles of the apprenticeship for acquisition of a diploma or for higher educationpathways is the responsibility of the Regions and, only for the training profiles, inaccordance with the local employers’ and workers’ associations, the universities and



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other training centres. Transversal and technical -scientific training must be undertakenin the structures accredited by the Region.

A.2.3 Specialisation of Studies concerning the Engineering and Mechanical Sector

Vocational Training Courses – 1st level At present, these course are organised and managed directly by the Regions/Provinces,and the range of formative offers is quite wide and different from region to region.

The Emilia Romagna Region offers the following specialisation regarding theengineering and mechanical sector: Machine tool operator, Installer-erector-assemblerelectrical and electronic systems, Fitter, Metal worker.

The Toscana Region offers the following specialisation regarding the engineering andmechanical sector: Metal construction worker, Machine tool operator, Vehicle bodysheet-metal worker, Tyre-shop operator, Fitter and maintenance operator thermofluid

plant, CNC machine operator


The CTP take on the role as service centres of the educational and training system foradults, these centres are supposed to organise the integrated training offer, throughagreements among schools of different education level. As a general rule, they operateat district level and have the task of co-ordinating the educational and training offersplanned in their area.

The centres implement the following type of interventions:

? literacy adult education courses, to obtain the certificate that allows to enrol in

scuola secondaria di primo grado;

? courses to obtain the certificate of istruzione secondaria di primo grado (150hours);

? upper secondary education courses (in the evening) for working students;

? courses of functional alphabetisation;

? integrated paths (education and training) provided for weak population and weaklabour market also in the mechanical sector. They allow to obtain a degreeand certification of credits that can be used for vocational training or avocational qualification as well as the certification of credits that can be spentin the education system;

? pilot projects to integrate training system, to promote a new integrated system oflifelong learning for adults.

Apprenticeship paths Apprenticeship paths are regulated and organised by regions, therefore the format iveoffer is wide and different from region to region. The Emilia Romagna Region offers thefollowing specialisat ion regarding the engineering and mechanical sector: Machine tooloperator, Installer-erector-assembler electrical and electronic systems, Fitter, Metalworker, Draughtsman, Industrial designer, Industrial automation technician,Technologist for mechanical product/process.



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ANALYSIS OF THE QUALIFICATION SYSTEM IN SPAIN

Secondary and Post-Secondary Education: Objectives

Lower Secondary Education

The Educación Secundaria Obligatoria as established in the 1990 Ley Orgánica deOrdenación General del Sistema Educativo, LOGSE (Organic Act on the GeneralOrganisation of the Education System), constitutes the first tier of Secondary Educationand the final stage for completing basic education. It encompasses four school years, inmost cases between the ages of 12 and 16.

According to the Ley Orgánica de Calidad de la Educación, LOCE (Organic Act on theQuality of Education),the "ESO" has the following purposes: endowing all pupils withbasic cultural skills, especially humanistic, artistic, scientific and technological aspects;reinforcing students' study and work habits to promote autonomous learning and the

development of their skills; training students to assume their responsibilities andexercise their rights; and preparing them for further studies or work.

Upper Secondary Education: Vocational Branch

Vocational Training comprises the set of educational actions preparing for the properperformance of the different professions, the access to employment and the activeparticipation in the social, cultural and economic life. It includes the initial VocationalTraining, those actions addressed to the integration of workers in the labour market, aswell as those aimed at in-service training in companies that allow the acquisition andpermanent updating of professional skills.

This section will only address official Vocational Training under the education system.This is the case of Specific Vocational Training, as established by the Ley Orgánica deOrdenación General del Sistema Educativo, LOGSE (Organic Act on the GeneralOrganisation of the Education System), which is divided into two educational levels ortiers: Intermediate and Advanced Vocational Training (also known as intermediate andadvanced ciclos formativos which lead to the award of vocational certificates.

The vocational provision leading to the Technicians and Upper Technicians must beaimed at:

? - Acquiring the vocational competence attached to each of the certificates and

qualifications and to qualify to perform the corresponding professional duties.

? - To understand the organisation and the characteristics of the relevant social-productive sector, as well as the socioeconomic realities of the field of eachauthority where the activity of that sector is to be found, in such a manner thatthis provision always correlates with the needs of its context.

? - To acquire the specific language competences required to perform professionalduties in languages of Member States of the European Union.

? - To acquire the competence required to use and make the most of informationand communication technologies.



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? - To acquire competences in order to join work teams and the knowledge andabilities required on the subject of prevention of work-related risks.

? - To be aware of the learning opportunities and the mechanisms that grantaccess (and reaccess) to employment, in accordance with both personal andprofessional expectations, as well as Spanish basic labour legislation and therights and duties resulting from work relationships.

? - To promote the entrepreneurial spirit and to be provided with the trainingrequired to perform activities as a self-employed person and also incompanies, especially in those related to social economy.

? - To foster lifelong learning and to stimulate prospective learning through trainingpathways adapted to citizens' personal and professional situation.

Intermediate Specific Vocational Training consists of ciclos formativos covering differentoccupational families. Up to now there are 22 occupational families and 64 intermediatespecific "ciclos formativos ". The specialisation of studies concerning the Engineering

and mechanical sector are:

? Mechanical Production: casting, jewelry, mechanisation, welding and boilermaking, surface and thermal treatments

? Maintenance of Motor Vehicles: bodywork, vehicle electro mechanics

? Production Maintenance and Services: installation and electromechanicalmaintenance of machinery and conduction of lines, railroad maintenance,installation and maintenance of cooling, air conditioning and heating systems

Advanced Specif ic Vocational Training

Vocational Training comprises the set of formative actions that enable the qualifiedperformance of the d iverse professions, access to employment and active participationin economic, cultural and social life. It includes the specific teachings of VocationalTraining, in which the Specific Vocational Training stated by the 1990 Ley Orgánica deOrdenación General del Sistema Educativo, LOGSE (Organic Law on the GeneralOrganisation of the Education System) is also included; the labour integration andreintegration of workers as well as the actions intended to in-service training incompanies, which lead to the ac quisition and continuous updating of professionalcompetences.

Within the levels in which the Specific Vocational Training is organised can be found the Advanced Vocat ional Tra ining framed within the Spanish higher education system. Themain objectives of these studies are: the acquisition on the part of pupils of theprofessional abilities that are characteristic for each certificate as well as of anunderstanding of the organisation and characteristics of the corresponding productivesector and the mechanisms for their professional insertion; the acquisition of thenecessary knowledge and abilities in order to work in safe conditions and to preventrisks. Lastly, the aim is for the students to forge a professional identity and maturitywhich w ill motivate them for further learning and allow them to adapt to eventualchanges in qualifications.



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Advanced Specif ic Vocational Tra ining as well as some advanced studies of Plast ic Artsand Design are organised into ciclos formativos of variable length (one or two years)and broken down into different occupational families. The specialisation of studiesconcerning the Engineering and mechanical sector are:

? Mechanical production: metallic constructions, development of mechanical

projects, optical designer, casting and powder metallurgy production,mechanized production

? Maintenance of motor vehicles: technical motor knowledge, aeromechanicalmaintenance, aircraft maintenance

? Production maintenance and services: development of projects for fluid, thermaland maintenance Installations, maintenance of industrial equipment,maintenance and mounting of building and process installations, preventionofpProfessional risks

Continuing education and training for young school leavers and adults

Adult Educat ion, one of the act ions of Spanish educat ion system whose aim is to makepossible the principle of equality of opportunities, responds to the educationalnecessities of the citizens, facilitating its integral development in the different aspects ofbasic, professional, cultural and personal training. It is based on the principle ofpermanent education and its main purpose is that of facilitating the incorporation ofthese people to the different types of education within the Spanish education system.

The Ley Orgánica de Calidad de la Educación, LOCE (Organic Act on the Quality ofEducation)considers the following basic objectives within Adult Education: theacquisition and updating of Basic Education, thus facilitating the access to the differentlevels of the Spanish education system; professional development or the acquisition ofspecific training which allows the developing of certain professional careers; thedevelopment of adult participation skills in the social, cult ural, political and economicspheres of life; and the development of programmes and courses that respond to theparticular and specific needs of under-privileged social groups.

Adult Education has the fol lowing main objectives:

? - To acquire a basic training, to increase and renew knowledge, abilities andskills on a permanent basis, and to facilitate access to different provisionswithin the education system.

? - To improve professional qualification and acquire a preparation required to

perform other professional duties.? - To develop expressive and communicative personal abilities, as well as those

linked to interpersonal relationships and knowledge construction.

? - To develop the ability to participate in social, cultural, political and economic life,and to exercise the right to democratic citizenship.

? - To develop programmes to correct the risks related to social exclusion,especially in most disadvantaged sectors.

? - To meet adequately the challenges brought about by gradual population agingbrings, ensuring the opportunity of increasing and updating competences toelderly people.



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? - To foresee and solve peacefully personal, family and social conflicts; to fostereffective equality of rights and opportunities between men and women, and toanalyse and appraise the inequalities from a critical point of view.

Finally, the Education Bill stipulates that adults may follow their training both throughformal and non-formal educational activities and via experience acquired in work orsocial activities. Therefore, some links between these two channels have to be set upand measures have to be taken in order to validate this kind of learning.

Types of Institution

Educación Secundaria Obliga toria. (E.S.O.)

Secondary Education establishments providing the Educación Secundaria Obligatoriamay also teach the "Bachillerato" and Specific Vocational Training courses. SecondaryEducation establishments may be publicly or privately funded. In most AutonomousCommunities, public -sector establishments are known as Institutos de EducaciónSecundaria

In general, the establishments providing the "ESO" must teach both cycles (the fouracademic years) and have at least one class unit per grade and facilities such as aworkshop classroom, a laboratory, a library, a gym, and music, computer and plastic artclassrooms, as well as all other facilities needed for educational, managerial oradministrative activities, etc. Furthermore, no more than 30 students may be enrolledper teacher. All establishments regardless of ownership and source of funding mustmeet such minimum requirements, which are compulsory throughout the whole of Spain.

Moreover, the venues in every establishment, where teaching is put into practice, musthave natural light and be provided with good ventilation; the architectural conditions

must facilitate physically and psychologically disabled pupils' access, circulation andcommunication.

Upper Secondary Education: Vocational Branch

Intermediate Specific Vocational Training may be provided in establishments exclusivelydevoted to teaching Specific Vocational Training, or in establishments dealing with otherstages. The most frequent case is that this provision is offered along with the EducaciónSecundaria Obligatoria and the Bachillerato in establishments known as Ins titutos deEducación Secundaria in most of Autonomous Communities. In these cases, Vocational

Training is organised independently of the other types of provision, but they may havecommon human and material resources.

Al l these educational establishments must meet a ser ies of requirements which areapplicable throughout the whole of Spain. Some of these requirements consist ofoffering at least two ciclos formativos and establishing the maximum student -teacherratio in 30/1.

The 2002 Ley Orgánica de las Cualificaciones y de la Formación Profesional, LOCFP(Organic Act on Qualifications and Vocational Training), determines the category ofCentros Integrados de Formación Profesional for those establishments providing all



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types of vocational training provision included in the National Catalogue on VocationalQualifications.

Advanced Specif ic Vocational Training

Both Advanced and Intermediate Vocational Training (see section 5.5.3. ) can beoffered in Secondary Education or Bachillerato establishments or in those centresexclusively devoted to the provision of this type of Education. Nonetheless, in some

Autonomous Communities, Institutes of Advanced Speci fic Vocat ional Training arebeing established.

Continuing education and training for young school leavers and adults

The public provision of the class attendance mode is fulfilled in both ordinary

establishments and specific Adult Education establishments. In the case of the former,courses are given in the so-called Adult Education classrooms, usually in publ ic PrimaryEducation schools and in Secondary Education establishments. Nonetheless, otherestablishments, property of the Town or Municipal Council, etc. may also be used.These courses are part -time and usually are run in the evening.

On the other hand, the network of public specific Adult Education establishmentscomprises more than 2.000 centres distributed all over Spain; about 1.500 of them arespecific Adult Education establishments in which full time courses are provided.Moreover, these establishments are used to stimulate the social environment and thusare also available for social and cultural activities of the community.

The internal functioning of the usual specific Adult Education establishments follow the

same set of rules applicable to all ordinary educational establishments, which are thenadapted to their particular characteristics.



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ANALYSIS OF THE QUALIFICATION SYSTEM IN ROMANIA

A. Analysis of the National qualifications system in the engineering area

A.1 Secondary and Post-Secondary Education

Until the year 2003, lower secondary education comprised only the gimnaziu See 2.4. General Structure and Defining Moments in Educational Gui dance. Starting with theschool year 2003/2004 compulsory education was extended to 10 years. Consequently,lower secondary education includes now the gimnaziu, but also the subsequent twogrades (IX and X) – provided in two alternative educational routes: the high school lowercycle and the "arts and trades school" (VET). In the new structure the gimnaziu isconsidered as the "first cycle of lower secondary" and grades IX and X (regardless theeducational route) as the "second cycle of lower secondary".

The gimnaziu education covers grades V to VIII and is provided for pupils aged 10(11)-

14(15). It constitutes the second stage of basic education, following the "elementaryeducation" accomplished during the first four grades, and consequently is provided asgeneral or comprehensive education. The comprehensive character is ensured throughthe structure and the content of the National Curriculum: approximately 90% of theteaching-learning time is allocated to the common core curriculum.

The gimnaziu education can be organised in various types of educational units, but mostfrequently is organised altogether primary education in schools covering grades I to VIII(the sequence of compulsory education until the year 2003). Mostly in urban areas canalso be encount ered schools offering both primary and all secondary education (gradesI to XII/XIII) or only secondary education (grades V to XII/XIII).

In each county are also organised a number of schools providing education with

complementary or integral arts/sports programme. These schools function according toa specific curriculum that ensures both accomplishment of the finalities and educationalobjectives specific to the educational level See 5.4.1. Lower Secondary Education] andintensive arts/sports training. The number of classes per week for this type of schoolingis bigger than for the normal programme.

Regarding the "second cycle of lower secondary" (grades IX and X) that has beenintroduced as part of the compulsory education beginning with the school year2003/2004, it is organised in two alternative educational routes: the "high school lowercycle", and the "arts and trades school" (VET) See 5.5.3. Upper Secondary Educationand 5.5.2. Vocat ional Education and Training respectively.

Post-Secondary non-Tertiary Education

Post-secondary non-tertiary education ensures further specialised technical vocationaleducation and training for the high school graduates in order to obtain a level 3professional qualification.

According to the in-force legis lation (Decis ion of the Government 721/2004), post -secondary non-tertiary education provides level 3 professional qualification for thefollowing domains:



35

? Post-high school:o Mechanics (7 professional qualifications);o Mechatronics and informatics (7 professional qualifications);o Electronics (5 professional qualifications);o Energy (4 professional qualifications);o Buildings, installations, architecture and systematisation (17 professional

qualifications);o Transportation (6 professional qualifications);o Wood industry (5 professional qualifications);o Agriculture and alimentation (8 professional qualifications);o Protection of the environment (5 professional qualifications);o Services (13 professional qualifications);o Tourism (3 professional qualifications);o Textile and leather (5 professional qualifications);o Text and image processing (7 professional qualifications);o Economics (7 professional qualifications);o Social and pedagogical assistance (7 professional qualifications);

? Foremen school:o Mechanics (9 professional qualifications);

o Electricity (5 professional qualifications);o Chemistry (7 professional qualifications);o Mines, petrol and gases (14 professional qualifications);o Energy (10 professional qualifications);o Metallurgy (9 professional qualifications);o Building materials (6 professional qualifications);o Buildings montage (6 professional qualifications);o Wood industry (8 professional qualifications);o Transportation (5 professional qualifications);o Textile-leather (7 professional qualifications);o Agriculture and alimentary (13 professional qualifications);o Artistic (3 professional qualifications).

For most of the professional qualifications provided through post-high school and all theprofessional qualifications provided through foremen school the duration of the studiesis of 2 years for day classes. For evening classes and special education the duration ofthe studies is extended according to the frame curricula established by the Ministry ofEducation and Research.

Upper Secondary Education – Vocational schools

T h e s t r u c t u r e o f t h e t e c h n i c a l a n d v o c a t i o n a l e d u c a t i o n

As part of the pre -university education, whose recent change means extension of compulsoryeducation to 10 years, the technical and vocational education is organized on three educationlevels:

- lower secondary education (the last two study years of the level ISCED 2, part of thecompulsory e ducation)

- upper secondary education (ISCED 3)- post-high school education (ISCED 4).

Within the lower and upper secondary education, the technical and vocational education is



36

organized in two education routes:

1. the high school technologic route, consisting of the lower cycle (2 study years) and the upper

cycle (2 study years) of high school – the technologic route

2. the progressive professionalizing route, consisting of the trades and arts school (2 study years),

the completion year (1 study year) and the upper cycle of high school (2 study years). Artsand Trades Schools (SAM) is the name of the new education level included in thecompulsory education, which replaces from the point of view of the vocationalqualification the apprenticeship school and the vocational school for which schoolingwas organized until 2002-2003.

From the point of view of the qualification levels adopted in Romania according to theEuropean Council Decision 85-368-EEC, the pre -university technical and vocational educationassures the first 3 qualification levels, as follows:

1. qualification level I through the arts and trades school;2. qualification level II through the completion year;

3. qualification level III through the upper high school cycle – technologic route and through post-

high school education.

T h e s t r u c t u r e o f t h e t e c h n i c a l a n d v o c a t i o n a l e d u c a t i o n

As part of the pre-university education, whose recent change means extension of compulsory educationto 10 years, the technical and vocational education is organized on three education levels:

- lower secondary education (the last two study years of the level ISCED 2, part of the compulsoryeducation)

- upper secondary education (ISCED 3)- post-high school education (ISCED 4).

Within the lower and upper secondary education, the technical and vocational education isorganized in two education routes:

3. the high school technologic route, consisting of the lower cycle (2 study years) and the upper cycle (2study years) of high school – the technologic route

4. the progressive professionalizing route, consisting of the trades and arts school (2 study years), the

completion year (1 study year) and the upper cycle of high school (2 study years). Arts and TradesSchools (SAM) is the name of the new education level included in the compulsoryeducation, which replaces from the point of view of the vocational qualification theapprenticeship school and the vocational school for which schooling was organized until2002-2003.

From the point of view of the qualification levels adopted in Romania according to the EuropeanCouncil Decision 85-368-EEC, the pre -university technical and vocational education assures the first 3qualification levels, as follows:

4. qualification level I through the arts and trades school;

5. qualification level II through the completion year;6. qualification level III through the upper high school cycle – technologic route and through post-high

school education.

Download from: www.tvet.ro (the Romanian TVET official website)



37

? VET gives to the pupils the opportunity to continue their general education and toacquire at the same time vocational competences. More specifically, VET is designed asa route with two major learning outcomes: general education – ensuring for the pupilsthe possibility to continue their education, and vocational training – ensuring for thepupils the possibility to acquire a vocational qualification. Consequently, besides thegeneral finalities of education as established by the law, the following specific finalities

are envisaged for VET:

? To facilitate the insertion of the youngsters into the active life (transition from school towork);

? To increase the work productivity and the economic development of the country;

? To provide workers capable to understand technological evolution and to contribute tothe adaptation of the technological structures to the changes taking place in the socio-economic environment;

? To promote democracy in enterprises;

? To reduce social tensions;

? To provide youngsters the necessary competences in order to organise entrepreneurialactivities on their own initiative, according to the provisions of the law;

? To ensure mobility and flexibility on the labour market and the conditions necessary forprofessional re-conversion following changes of the labour market requirements.

The curricula (frame curricula, syllabi, textbooks, curricular auxiliaries) and thecorresponding educational objectives for VET are designed based on the "trainingstandards", constructed on units of competences. In Romanian TVET the curriculum ismodule based (modular curriculum) The training standard ensures the correspondencebetween the training programme and the requirements of one or more occupationalstandards. The occupational standard specifies the as sembly of competences and theperformance levels required in order to exercise a certain profession on the labour

market. The training standard presents the competence units of the specialisation (thatcan correspond to more than one occupational standard) and within each competenceunit the competences to be developed through the VET process – structured in Keycompetences, General Technical competences and Specialised Technical Competences

The reform of the compulsory education that has begun in the school year 2003/2004 has brought significant

changes in VET. First of all, VET has become one of the two alternative routes offered to gimnaziu

graduates to accomplish their compulsory education. Consequently, the double learning outcome of the VET

has been reinforced: VET has to ensure acquisition of the key competences established for the "second

cycle of lower secondary education" See 5.4.1. Lower Secondary Education

and the acquisition of the vocational competences required by the qualification acquired. Secondly, VET is

now provided within a coherent educational sequence ensuring a progressive professional qualification: the

"arts and trades school" (2 years of study leading to a level 1 professional qualification), the "completion

year" (a "class de passage" leading to a level 2 professional qualification), and the last two grades of the

TVET high school (leading to a level 3 professional qualification).

Upper Secondary Education - High school, L i c e u

According to the provisions of the Education Law (Law 84/1995) , high school educat ion isprovided in three different branches of study: theoretical, TVET and specific education andtraining (military, theological, sports, arts and pedagogical). Each branch of study is furtherdivided into educational profiles and specialisations – as presented in the table below.



38

Branch of study Educational profile Educational specialisation

PhilologyHumanities ( uman)

Social sciences

Mathematics-informaticsTheoretical

Sciences ( real )Natural sciences

Telecommunications, electronics,automatics and electro-techniques

Mechanics

Public works – buildings

Technical

Textile and leather

Tourism and public alimentation

Administrative

Postal servicesServices

Economic

Food industry

Protection of the environment

Industrial chemistry

Agriculture, agro-mountain and veterinary

TVET

Natural resources

exploitation and protection

of the environmentForestry and wood processing

Military music

Mathematics-informaticsMilitary

Social sciences

Orthodoxy

Cultural patrimony

Catholic

Evangelic-Lutheran

Baptist

Pentecostal

Adventist

Unitarian

Reformed

Theological

Moslem

Sports Various sports specialisations

Architecture, ambient arts and design

Fine arts and decorationChoreography

Music

Arts

Theatre

Pre-primary and primary teacher

Specific educationand training

Pedagogical Librarian, animator, instructor for afterschool activities, school pedagogue

Graduates of the TVET and specific education and training can obtain a level 3vocational qualification in certain specialisations – as established by the Ministry of



39

Education and Research in cooperation with the Ministry of Labour, Social Solidarityand Family and set through Decision of the Government. The nomenclature of thespecialisation domains and the corresponding professional qualifications providedthrough TVET and specific education and training was established for the school years2002/2003 and 2003/2004 through the Decision of the Government 844/2002 (amendedthrough the Decision of the Government 1555/2003), and for the school year 2004/2005

is established through the Decision of the Government 721/2004.

The duration of the high school studies is of 4 years for day classes. For eveningclasses the duration of the studies is extended by 1 year.

Following the reform of compulsory education, starting with the school year 2003/2004grades IX and X of the high school are included in the educational offer for the last twogrades of compulsory education. According to the new provisions (2003) of theEducation Law (Law 84/1995), grades IX and X of the high school constitute the "highschool lower cycle" and are part of the lower secondary education.

A.1.1 Objectives

According to the Education Law (Law 84/1995), education in Romania pursues the free,integral and harmonious development of the human individuality, and the developmentof the autonomous and creative personality (the "educational ideal"). The developmentof the personality is seen as the general finality of education and is accomplishedthrough:

? Acquisition of the scientific knowl edge and of the national and universal cultural values;

? Development of the intellectual capacities, affective availabilities and practical skills throughassimilation of humanistic, scientific, technical and aesthetical knowledge;

? Assimilation of the int ellectual work techniques necessary for instruction and self-instructionduring the whole life (lifelong learning techniques);

? Education in the spirit of respecting the basic human rights and liberties, dignity andtolerance and free exchange of opinions;

? Favouring sensibility towards general human issues and moral-civic values, towardsrespect for nature and environment;

? Harmonious development of the individual through physical education, hygienic-sanitaryeducation and sports;

? Professional development of the young generation in order to carry on useful activities.

Education of all levels has to foster the love for the country, for the historical past andfor the traditions of the Romanian people. The general finalities of education areaccomplished through instruction and educational strategies and techniques, supportedby the educational sciences and scholastic practice, according to the specific finalitiesof each educational level. Education is equally provided for all youngsters, including theones with special educational needs or the ones that need recovering/rehabilitation andintegration – either in units of special education or in mainstream educational units.

Please refer to the subdivisions for more details.



40


Secondary and post-secondary non-tertiary education in Romania is organised andfunctions in several types of educational institutions (units):

? General education schools with grades I to VIII (primary education and gimnaziu – thecompulsory sequence until the year 2003) or grades V to VIII (gimnaziu);

? Vocational education and training (VET) schools: Schools of Arts and Trades (twoyears of study leading to a level 1 vocational qualification) and Completion year (oneyear of stydy for those graduating The School of Arts and trades leading to a level 2vocational qualification) organised by qualifications.

? High schools (grades IX to XII/XIII) organised by branches of study: theoretical, TVETand specific education and training (military, theological, sports, arts and pedagogical).Part of the theoretical and most of the sports, arts and pedagogical high schools areorganised together with gimnaziu and primary education;

? Cluster schools concentrating TVET high schools, VET schools and in some casespost-secondary non-tertiary educational units – all of them of the same or similarprofiles. Cluster schools are organised and function as single educational units (with asingle management and a single budget, etc.);

? "Post-high schools" and "foremen schools" as post-secondary non-tertiary educationalinstitutions.

A.2 Continuing Education and Training for Young School Leavers and Adults

The Education Law (Law 84/1995) states that the Ministry of Education and Researchcooperates with the Ministry of Culture and Cults and other interested ministries, as wellas with the media, religious cults, popular universities, cultural foundations and otherbodies and institutions in order to facilitate access to culture and science of all citizens,irrespective their age. Lifelong learning is part of the national educational system and isconsidered as a mean to facilitate citizens to deal with the major changes occurring inthe social life.

Adult education and training through the educational system is accomplished throughspecific programmes initiated and organised by public and private institutions in thespirit of the social partnership and using interactive methods focusing on a multimediaapproach: distance education, video-conferences, computer assisted training, etc. Adulteducation and training through the educational system ensures comple tion of the basiceducation, vocational training, and civic education – including education for activecitizenship.

The criteria and methodology for the accreditation of the institutions providing adulteducation and training, as well as the final examinations, the certificates issued and thecertification procedures are established by the Ministry of Education and Research, theMinistry of Labour, Social Solidarity and Family and/or the Minister of Culture and Cults

– depending on the type of the programme provided. According to the established rulesand procedures, the institutions providing adult education and training can issueeducational diplomas and graduation certificates recognised on local and/or national



41

level. The same authorities are responsible for establishing the methodological normsfor the organisation and the duration of the adult education and training programmesthrough the educational system. Adult education and training through the educationalsystem is ensured by trainers, specialised by domain, from the country or abroad.

Specifically regarding completion of the basic education, the Ministry of Education and

Research approves organisation of courses for individuals older than 14 that did notcomplete primary education ("second chance" education). For individuals exceedingwith more than 2 years the normal age of the grade, education within the compulsorysequence can be provided in other forms – evening classes, part -time education,distance learning – according to the rules established by the Ministry of Education andResearch. Evening classes can be organised by the County School Inspectorates forVET, high school education and post -secondary non-tertiary education – according tothe existing resources and local demand. In this type of programme the number ofclasses per week is reduced (24-25) and the number of years of study is increased byone (high school ends with grade XIII). Evening classes, part-time education anddistance learning are organised in higher education according to specific rules andconditions.

According to the speci fic legislation regarding adult vocational tra ining (Law 375/2002approving and amending Ordinance of the Government 129/2000), adults are defined aspersons old enough to establish work relations and to participate in vocational trainingprogrammes. Adults are ensured equal rights in accessing vocational training withoutany discrimination regarding age, gender, ethnical origin, political orientation or religiousbeliefs. The law on equal chances for women and men (Law 202/2002) reinforces theequal right of both genders to access vocational training, as well as vocationalcounselling and guidance. Access of adults (employed or unemployed) to vocationaltraining is a right guaranteed by the Labour Code (Law 53/2003).

Vocational training is considered as a mean to increase employability, altogether withvocational information and guidance, work mediation, consultancy and assistance in

starting an independent activity or to initiate a business, salaries incentives, andstimulation of the work force mobility. The individuals seeking employment canparticipate to the vocational training organised by the National Agency for Employmentor other vocational training providers authorised according to the provisions of the law.Unemployed persons even have the obligation to attend vocational trainingprogrammes, as recommended by the local agency for employment where they areregistered, otherwise their unemployment financial aid is withdrawn. Pre-dismissalservices that have to be accomplished by the employers include, among others,facilitation of the employees to participate in short -term vocational training. Certaincategories of employed or unemployed individuals can benefit free of charge ofvocational training and other facilities. Overall, employers have to take all the necessarymeasures in order to ensure access of their employees to vocational training; the rights

and obligations of the employers and employees during the period when employeesparticipate to vocational training have to be stipulated in the collective or individual workcontract. In order to train their own employees, employers have to consult the tradeunions or, where applicable, the employees’ representatives in order to elaboratetraining plans in accordance with development programs and with sectorial andterritorial strategies.

Access to vocational training programmes is preceded by vocational information andguidance. Adult vocational training is organised for initiation, qualification, improvement,specialisation or re-qualification and functions on the basis of a system of transferablecredits – meant to prove and certify newly acquired professional competences.Vocational training programs are organised for occupations, trades, specialisations and



42

professions included in the Classification of Occupations in Romania (COR), forqualifications included in the List of Qualifications, as well as for those professionalcompetences common to several occupations.

The authorised training providers organising programs leading to nationally recognised qualification

certificates have the obligation to conclude vocational training contracts with the trainees. The model of the

contract is approved through Decision of the Government 522/2003. The participants in vocational trainingprogrammes and the persons qualified through apprenticeship at the workplace must pass graduation

examinations upon completion of their training. The graduation examination represents a set of theoretical

and/or practical tests that indicate the acquisition of competences specific for the vocational training

programme. The certification methodology for adult vocational training is elaborated by the National Council

for Adult Vocational Training and approved through joint order of the Minister of Labour and Social Solidarity

and of the Minister of Education and Research. The qualification or graduation certificates (in the case of

qualifications acquired by the Post High schools, in initial training) accompanied by descriptive supplements

are issued depending on the type of programme. The descriptive supplement (Europass model) identifies the

acquired competences specified by the related occupational standards or vocational training standards.

The competences acquired in non-formal and informal learning contexts are assessed

and certified (nationally recognized competences certificates) through competencesassessment centres authorised by the National Adult Training Boa rd (Law 375/2002approving and amending Ordinance of the Government 129/2000, and Joint Order4543/468/2004 of the Minister of Labour and Social Solidarity and of the Minister ofEducation and Research ).

Adult vocat ional tra ining programmes are financed from the employers’ own funds, theunemployment insurance budget, sponsorship, donations and external sources, and/orfees paid by the individuals participating in the training programs. Commercialcompanies, national companies, co-operative enterprises, sta te-owned monopolies andother institutions may pay for the vocational training of their employees, the expensesbeing deducted from the profit taxes or, depending on the case, from the income taxes.The institutions financed from the state/local budgets may spend funds for the

vocational training of their employees out of budget sources or out of other sources. Theauthorised training providers are exempted from paying VAT for the vocational trainingoperations.

A.2.1 General Objectives

Adult education and training through the educational system is accomplished throughspecific programmes initiated and organised by public and private institutions in thespirit of the social partnership and using interactive methods focusing on multimediaapproach: distance education, video-conferences, computer assisted training, etc. Adult

education and training through the educational system aims to ensure access to cultureand science of all citizens, irrespective their age, in order to facilitate dealing with themajor changes occurring in the social life. General objectives of adult education andtraining through the educational system are as follows:

? Completion of the basic education through recurrent or compensatory education(including "second chance" education) – addressed to young school leavers and certain"at-risk" population segments;



43

? Vocational training through: improvement of the professional training and acquisition ofnew professional qualifications – addressed to employees, persons seekingemployment, young graduates with or without a qualification, etc.;

? Civic education for the acquisition of the competences and attitudes necessary forexercising the ghts and assuming the social responsibilities by each and every citizen –addressed to the entire adult population;

? Education and cultivation of the aptitudes and individual interests for active citizenship – addressed to the entire adult population.

Continuing vocational training (CVT) is considered as a mean to increase employability,altogether with vocational information and guidance, work mediation, consultancy andassistance in starting an independent activity or to initiate a business, salariesincentives, stimulation of the work force mobility. The main objectives of adult vocationaltraining are as follows:

? To facilitate the social integration of individuals, in accordance with their professionalaspirations and with the needs of the labour market;

?

To train human resources able to contribute to the increase of competitiveness of thelabour force;

? To update knowledge and to improve the training in the main occupation, as well as inrelated occupations;

? To change qualifications, as a result of structural changes in the economy, of socialmobility or of modifications in a person’s capacity to work;

? To acquire advanced knowledge, modern methods and proceedings needed for carryingout job assignments.

Specific educational objectives are established according to the type of programmeprovided, the occupational standard addressed (or, within the new developments inT/VET the training standard). According to these, study of foreign languages and use of

ICT can be part of the training programme. E.g. the Strategy of the Governmentregarding the use of ICT in public administration (Decision of the Government1007/2001) establishes as a national standard the ECDL (European Computer DrivingLicence) for all public employees.


Adult education and training through the educational system (Law 133/2000 approvingand amending Ordinance of the Government 102/1998) is provided by public or privateinstitutions, as follows:

? Educational units and institutions (high schools and higher education institutions);

? Folk-arts schools, popular universities, community culture centres, libraries, museums,houses and clubs of the youth and of the trade unions, other public or private institutions

– providing mainly non-formal education for the adults;

? Centres for continuing vocational training belonging to the system of the Ministry ofEducation and Research, the Ministry of Labour, Social Solidarity and Family, theMinister of Culture and Cults, other ministers or subordinated to the local publicadministration authorities;

? NGOs and professional associations.

The criteria and methodology for the accreditation of the institutions providing adulteducation and training, as well as the final examination and certification procedures are



44

established by the Ministry of Education and Research, the Ministry of Labour, SocialSolidarity and Family and/or the Minister of Culture and Cults – according to the type ofthe programme provided. The same authorities are responsible for establishing themethodological norms for the organisation and the duration of the programmes.

Adult vocational tra ining is organised in two major categories of training providers:

public and private. The public providers are units of technical and vocational education(subordinated to the Ministry of Education and Research) or centres of vocationaltraining for adults (subordinated to National Agency for Employment), which offerscourses of vocational training for adults, adapted to the employers’ requirements andwith targeted curriculum. The centres offer continuing training for unemployed as well asfor employed persons. Some of the training centres operate in specific fields (e.g.banking, tourism, cinematography, aviation, port workers, teacher training, etc.).

Competences assessment centres are public or private organizations, authorized by theNational Adult Training Board for assessing and certifying the competences acquired innon-formal and informal learning contexts.

Employers may organise training programs for their employees, and may award, on thisbasis, graduation certificates, recognised only within their own organisations. Thecertificates by a given institution are nationally recognised only if the institution isauthorised as vocational training provider.

During the recent years the network of accredited ECDL centres (accreditationprocedure established by ECDL Romania) has developed significantly – including alarge number of high schools and higher education institutions. The same situation isencountered in the case of training centres specialised in foreign languages (includingones providing training for standard international foreign languages tests).



45

3 SCREENING OF THE ENGINEERING AREA

PROFESSIONS DESCRIBED IN THE ANALYZED

QUALIFICATION SYSTEMS

ENGINEERING AREA PROFESSIONS IN AUSTRIA

ref. No. German denomination English translation

Apprenticeship professions

1 BaumaschinentechnikerIn Construction machinery engineer

2 BlechblasinstrumentenerzeugerIn Brass instrument maker

3 BüchsenmacherIn Gunsmith

4 ChirurgieinstrumentenerzeugerIn Surgical instrument maker

5 DreherIn Lathe operator

6 FahrzeugtapeziererIn (FahrzeugsattlerIn) Vehicle upholsterer (Vehicle saddler)

7 FormerIn und GießerIn (Metall und Eisen) Molder and caster (Metal and iron)

8 GießereimechanikerIn Foundry mechanic

9 Gold- und SilberschmiedIn und JuwelierIn Goldsmith, silversmith and jeweler

10 Gold-, Silber- und MetallschlägerIn Gold, silver and metal beater

11 HarmonikamacherIn Harmonica maker

12 HolzblasinstrumentenerzeugerIn Woodwind instrument maker

13 HüttenwerkschlosserIn Smeltery mechanic

14 KälteanlagentechnikerIn Refrigerating plant engineer

15 KarosseriebautechnikerIn Carbody manufacturing engineer

16 KarosseurIn (bis 31.12.2007) Carbody mechanic (until Dec. 31st, 2007)

17 KlavierbauerIn Piano maker

18 KonstrukteurIn Draftsman/Draftswoman

19 KraftfahrzeugelektrikerIn Motor vehicle electrician

20 KraftfahrzeugtechnikerIn Motor vehicle mechanic

21 KupferschmiedIn Coppersmith

22 LackiererIn Varnisher

23 LandmaschinentechnikerIn Agricultural machinery mechanic

24 LuftfahrzeugtechnikerIn Aviation mechanic

25 MaschinenbautechnikerIn Mechanical engineer

26 MaschinenfertigungstechnikerIn Machinery production engineer

27 MaschinenmechanikerIn Machinery mechanic

28 MesserschmiedIn Cutler

29 MetallbearbeiterIn Metalworker

30 MetalldesignerIn Metal designer

31 MetalltechnikerIn - Blechtechnik Metal engineer - sheet metal



46

32 MetalltechnikerIn - Fahrzeugbautechnik Metal engineer - vehicle manufacture

33 MetalltechnikerIn - Metallbautechnik Metal engineer - metal construction

34 MetalltechnikerIn - Metallbearbeitungstechnik Metal engineer - metalworking

35 Metalltechnikerin - Schmiedetechnik Metal engineer - blacksmithing

36 MetalltechnikerIn - Stahlbautechnik Metal engineer - steel construction

37 OberflächentechnikerIn Surface technology engineer38 OrgelbauerIn Organ maker

39 PräzisionswerkzeugschleiftechnikerIn Precision tool polishing engineer

40 ProduktionstechnikerIn Production engineer

41 RohrleitungsmonteurIn Pipeline construction assembler

42 SchiffbauerIn Shipwright

43 SchilderherstellerIn Signboard manufacturer

44 SonnenschutztechnikerIn Anti-glare engineer

45 Streich- und SaiteninstrumentenbauerIn Bowed and string instrument maker

46 UhrmacherIn Watchmaker

47 UniversalschweißerIn Universal welder

48 VergolderIn und StaffiererIn Gilder and blindstitcher49 WaagenherstellerIn Scale manufacturer

50 WaffenmechanikerIn Weaponry mechanic

51 WärmebehandlungstechnikerIn Heat treatment engineer

52 WerkstoffprüferIn Materials tester

53 WerkzeugbautechnikerIn Toolmaking engineer

54 WerkzeugmaschineurIn Tool machinist

55 WerkzeugmechanikerIn Tool mechanic

56 ZerspanungstechnikerIn Chipping engineer

57 ZinngießerIn Tin molder

Secondary technical and vocational college professions

58

AnlagenbautechnikerIn,MaschinenbautechnikerIn im BereichAnlagenbau

Plant construction engineer,mechanical engineer in the plantconstruction area

59AnwendungstechnikerIn, TechnischeRAngestellteR im Bereich Anwendungstechnik

Applications engineer, technical staff in theapplications engineering area

60

ArbeitsvorbereiterIn/Produktionstechnik,ProduktionstechnikerIn im BereichArbeitsvorbereitung

Work study engineer/production technology,production engineer in thework study area

61 AutomatisierungstechnikerIn Automation engineer

62BaumaschinentechnikerIn, BautechnikerInim Bereich Baumaschinentechnik

Construction machinery engineer,construction engineer in the constructionmachinery area

63

BerechnungstechnikerIn/Fahrzeugtechnik,FahrzeugbautechnikerIn im BereichBerechnungstechnik

Design analysis engineer/automotiveengineering, vehicle construction engineer inthe design analysis area

64

BetriebstechnikerIn, ProduktionstechnikerIn,MaschinenbautechnikerIn im BereichBetriebs- und Produktio nstechnik

Factory engineer, production engineer,mechanical engineer in the factory andproduction engineering area



47

65

BetriebstechnikerIn, WirtschaftstechnikerIn,TechnischeR AngestellteR im BereichBetriebs- und Wirtschaftstechnik

Factory engineer, economic engineer,engineering staff in the factory andeconomic engineering area

66

BüromaschinentechnikerIn,FeinwerktechnikerIn im BereichBüroautomatisierungstechnik

Office equipment engineer, precisionengineer in the office automation technologyarea

67CAM-TechnikerIn, ProduktionstechnikerIn imBereich CAM

CAM engineer, production engineer in thecomputer-aided manufacturing area

68

DesignerIn, ObjektdesignerIn/Metalldesign:Kunstschmied und Metallplastik(KunstschmiedIn und MetallplastikerIn)

Designer, project engineer/metaldesign:wrought-iron crafting amd metalsculpture (wrought-ironcraftsman/caftswoman and metalsculptor/sculptress)

69

F&E-TechnikerIn/Fahrzeugtechnik,FahrzeugbautechnikerIn im BereichForschung, Entwicklung, Konstruktion

R & D engineer/automotive engineering,vehicle construction engineer in theresearch, development, drafting area

70 FahrzeugbautechnikerIn Vehicle manufacturing engineer

71 FeinwerktechnikerIn Precision engineer

72

FertigungstechnikerIn,MaschinenbautechnikerIn im BereichFertigungstechnik

Manufacturing engineer,mechanical engineer in the manufacturingtechnology area

73

FertigungstechnikerIn,ProduktionstechnikerIn im BereichFertigungstechnik

Manufacturing engineer,production engineer in the manufacturingtechnology area

74

FlugbautechnikerIn,Maschineningenieurwesen im BereichFlugtechnik

Aeronautical construction engineer,mechanical engineering in the aeronauticaltechnology area

75

FlugzeugbautechnikerIn,FahrzeugbautechnikerIn im Bereich

Flugzeugbau

Airplane construction engineer, vehicleconstruction engineer in the airplane

construction area

76HaustechnikerIn (TechnikerIn fürHausinstandhaltung)

Building services engineer (Engineer forbuilding maintenance)

77InnovationstechnikerIn, TechnischeRAngestellteR im Bereich Innovationstechnik

Innovation engineer, engineering staff in theinnovation technology area

78 KlimatechnikerInHeating, ventilation and air-conditioningengineer

79

KonstrukteurIn/Fachrzeugbau,FahrzeugbautechnikerIn im BereichKonstruktionstechnik

Draftsman-draftswoman/vehicleconstruction, vehicle manufacturingengineer in the drafting technology area

80

KonstruktionstechnikerIn,

FertigungskonstrukteurIn

Drafting engineer, manufacturing

draftsman/draftswoman

81

KraftfahrzeugbautechnikerIn,FahrzeugbautechnikerIn im BereichKraftfahrzeugbau

Motor vehicle construction engineer, vehicleconstruction engineer in the motor vehiclemanufacturing area

82 KühltechnikerIn, KältetechnikerInCooling systems engineer, refrigerationengineer

83 KunsthandwerkerIn Artisan

84

MaschinenbautechnikerIn,MaschinenbauingenieurIn,MaschinenbautechnikerIn im BereichAllgemeiner Maschinenbau

Mechanical engineering technician,mechanical engineer, mechanicalengineering technician in the generalmechanical engineering area



48

85

MetallbaukonstrukteurIn,KonstruktionstechnikerIn im BereichMetallbau

Metal construction draftsman/draftswoman,drafting engineer in the metal constructionarea

86

MetalldesignerIn, KunsthandwerkerIn imBereich Metallbearbeitung (MetallplastikerIn,KunstschmiedIn)

Metal designer, artisan in the mtalworkingarea (wrought-iron craftsman/caftswomanand metal sculptor/sculptress)

87

MetalldesignerIn,ObjektdesignerIn/Metalldesign: Gold- undSilber; Gold- und SilberschmiedIn

Metal designer,project designer/metal design: gold andsilver, goldsmith and silversmith

88

MetalldesignerIn-Gravurtechnik,ObjektdesignerIn/Metalldesign: Gravur(GraveurIn)

Metal designer - engraving technology,project designer/metal design: engraving(Engraver)

89MetallverfahrenstechnikerIn,VerfahrenstechnikerIn im Bereich Metallurgie

Metallurgic processing engineer, processingengineer in the metallurgy area

90MikromechanikerIn, FeinwerktechnikerIn imBereich Mikromechanik

Micro-mechanic, precision engineer in themicro-mechanics area

91MikromechanikerIn, MikrotechnikerIn imBereich Mikromechanik

Micro-mechanic, micro-technology engineerin the micro-mechanics area

92MikromedizintechnikerIn, MikrotechnikerInim Bereich Medizintechnik

Micro-technology medical engineer, micro-technology engineer in the medicaltechnology area

93MikrotechnikerIn im Bereich Molekular-Technik, Nano-Technik, Quanten-Technik

Micro-technology engineer in the moleculartechnology, nanotechnology, quantumtechnology area

94

MikrotechnikerIn/Medizintechnik,FeinwerktechnikerIn im BereichMedizintechnik

Micro-mechanic/medical technology,precision engineer in the medical technologyarea

95

Molekular-TechnikerIn, NanotechnikerIn,

Quanten-TechnikerIn

Molecular engineer, nanotechnology

engineer, quantum engineer

96OptotechnikerIn, FeinwerktechnikerIn imBereich Optotechnik

Optical engineer, precision engineer in theoptical technology area

97PPS-TechnikerIn, ProduktionstechnikerIn imBereich PPS

Production planning and control engineer,production engineer in the productionplanning and control area

98 ProduktionstechnikerIn Production engineer

99

QualitätstechnikerIn/Fahrzeugbau,FahrzeugbautechnikerIn im BereichQualitätskontrolle

Quality control engineer/vehicleconstruction, vehicle construction engineerin the quality control area

100

SchiffbautechnikerIn,FahrzeugbautechnikerIn im Bereich Schiffbau

Shipbuilding engineer, vehicle constructionengineer in the shipbuilding area

101

SchmuckdesignerIn, SchmuckherstellerIn,KunsthandwerkerIn im BereichSchmuckdesign und -herstellung

Jewelry designer, jewelry manufacturer,artisan in the jewelry design andmanufacturing area

102

ServicetechnikerIn im Bereich Maschinen-und Anlagenbau, MaschinenbautechnikerInim Bereich Servicetechnik

Maintenance engineer in the mechanical andplant engineering area, mechanical engineerin the maintenance technology area

103ServicetechnikerIn, TechnischeRAngestellteR im Bereich Servicetechnik

Maintenance engineer, engineering staff inthe maintenance technology area



49

104

SportgerätebautechnikerIn,MaschinenbautechnikerIn im BereichSporttechnik und Sporttechnologie

Sports equipment engineer, mechanicalengineer in the sports engineering andsports technology area

105

UmwelttechnikerIn/Maschinen- undAnlagenbau, MaschinenbautechnikerIn imBereich Umwelttechnik

Environmental engineer/mechanical andplant engineering, mechanical engineer inthe environmental technology area

106

VerkaufstechnikerIn im BereichMaschinenbau, MaschinenbautechnikerIn imBereich Verkaufstechnik

Sales engineer in the mechanicalengineering area, mechanical engineer inthe sales te chnology area

107

VerkehrstechnikerIn,FahrzeugbautechnikerIn im BereichVerkehrstechnik

Traffic engineer, vehicle constructionengineer in the traffic technology area

108

WaffenbautechnikerIn,MaschinenbautechnikerIn im BereichWaffentechnik

Weaponry manufacturing engineer,mechanical engineer in the weaponstechnology area

109WerkstofftechnikerIn, WerkstoffingenieurInim Bereich Kunststoff- und Umwelttechnik

Materials technician, materials engineer inthe plastics and environmental technologyarea

110 WirtschaftsingenieurIn Economic engineer

111WirtschaftsingenieurIn/Maschinenbau undFertigungstechnik

Economic engineer/mechanical engineeringand manufacturing technology

112

WirtschaftsingenieurIn/Maschinenbau,WirtschaftstechnikerIn/Maschinenbau,MaschinenbautechnikerIn im BereichWirtschaftsingenieurwesen

Economic engineer/mechanical engineering,economic technician/mechanicalengineering, mechanical engineer in theeconomic engineering science area



50

ENGINEERING AREA PROFESSIONS IN THE CZECH REPUBLIC

ref. No. Czech denomination English translation

Metall processing - Apprenticeship

1 hutník neželezných kovu metallurgist (nonferrous metallurgy)

2 hutník ocelár metallurgist (iron metallurgy)

3 hutník vysokopecar metallurgist - furnaceman

4 kovár smith

5 tavic melter

6 zušlechtovac kovu

7 klempír tinsmith

8 nástrojar toolmaker

9 soustružník kovu metal-turner

10 strojní zámecník engine locksmith

11 tažec

12 valcír kovu metal roller

13 vrtar drill man

14 brusic kovu metal grinder

15 umelecký kovár a zámecník artistic smith and locksmith

16 umelecký kovolijec a cizelér artistic metal-founder and metal chaser

17 automechanik car mechanic18 dulní zámecník locksmith -> mining industry

19 frézar miller

20 galvanizér

21 hodinár watchmaker

22 chemik výroby neželezných kovu

23 chirurgický nástrojar

24 instalatér plumber

25 izolatér

26 karosár body builder

27 konzervár

28 lodní strojník ship engineer29 mechanik mechanician

30 mechanik bánské záchranné služby

31 mechanik geologicko-pruzkumných zarízení

32 mechanik chladírenských zarízení

33 mechanik hudebních nástroju

34mechanik motorových lokomotiv amotorových vozu

35 mechanik opravár mechanician - serviceman

36 mechanik optických prístroju



51

37 mechanik polygrafických stroju

38 montér anténních zarízení39 montér bleskosvodu lightning conductor engineer

40 montér kabelových telekomunikacních sítí

41 montér kotlár

42 montér nadzemních telekomunikacních sítí43 montér ocelových konstrukcí

44 montér potrubár

45 montér tocivých stroju

46 montér výtahu

47 montér vzduchotechniky

48 zámecník montér

49 nožír cutler

50 zámecník zemedelských stroju

51 pasír

52 potrubár pipe fitter

53 provozní zámecník54 rytec kovu metal engraver

55 serizovac

56 slévac founder

57 smaltér

58 stavební klempír

59 stavební zámecník

60 obsluha stavebních stroju

61 strojník sklárských zarízení

62 strojvedoucí engine-driver

63 tratový strojník

64 umelecký pasír65 umelecký pozlacovac

66 umelecký štukatér

67 strojní výrobce sklenené bižuterie

68 zámecník kolejových konstrukcí

69 zámecník kolejových vozidel

70 zlatník a klenotník goldsmith and jeweller

71 zlatotepec goldbeater

72 mechatronik mechatronician

73mechanik a operátor NC stroju aprumyslových robotu

74 puškar gunmaker

Building sector

75 stavební klempír metal worker

Electric engineering

76 elektromechanik electrician



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77 hodinár watchmaker

78 letecký mechanik aircraft mechanic

79 lodní strojník engineer/greaser

80 mechanik Mechanic

81 mechanik chladírenských zarízení Kühlmechaniker

82 mechanik hudebních nástroju Mechaniker - Musikinstrumente

83mechanik motorových lokomotiv amotorových vozu

84 mechanik opravár mechanic - serviceman

85 mechanik zarízení pro prenos dat

86 montér antikorozní ochrany

87 montér tocivých stroju

88 montér výtahu Aufzugsmonteur

89 serizovac setter/monteur

90 strojvedoucí engine-driver

91 tratový strojník Eisenbahnmechaniker

92 zvukar sound engineer

93 mechatronik Mechatronician



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ENGINEERING AREA PROFESSIONS IN ITALY

B.1 Mechanical sector qualifications in Emilia Romagna Region – Italy

The below list of Italian professions regarding the mechanical sector has been chosen underthe following criteria:

• focusing on vocational training qualifications which refers to EQF level 1-4• considering qualifications of the Emilia Romagna regional system since:

? a national qualification system does not exist in Italy; an interregional institutionalgroup of experts is actually working at national level in order to define anational qualification system (and which will be involved in the projectactivities both for dissemination and validation of outputs and results)

? in Italy the regions are the institutions competent for vocational training matters? the Emilia Romagna qualification system can be easily referred to the EQF

because each qualification has been described in terms of ‘learning outcomes’(what a learner knows, understands and is able to do – i.e. professionalcompetences), as the EQF envisages. Since qualifications are described interms of professional competences of a profile/professions, they (professionalcompetences) can be referred to as objectives of training courses and forcertification processes.

? the Emilia Romagna qualification system refers to the ATECO codes which is theItalian classification of economic activities (NACE – Nomenclature généraledes activités économiques)

• focusing on the professional area “Mechanical and electronic designing andmanufacturing”, as agreed with Emilia Romagna Region

QualificationsMechanical andelectronic designingand manufacturingArea

ISFOLPROFESSIONS

ISTAT CODE

ITALIAN NAME ENGLISH NAMECostruttore dicarpenteria metallica Metal worker

Saldatore 6.2.1.2 Salatori e tagliatori a fiamma

Costruttore sumacchine utensili

Machine tooloperator

Montatore/Installator e

7.2.1.1. Operai addetti a macchine utensiliautomatiche e semiautomatiche industriali

Disegnatore meccanico Draughtsman Disegnatoreprogettista consistemi CAD CAM

3.1.2.6. Disegnatori industriali ed assimilati

Installatore – montatoredi sistemi elettrico-

elettronici

Installer-erector-assembler

electrical andelectronic systems

Montatore-Installatore

7.2.7.2 Assemblatori e cablatori diapparecchiature elettriche7.2.7.3 Assemblatori e cablatori diapparecchiature elettroniche e ditelecomunicazioni

Montatore meccanico disistemi

Fitter Operaio allemacchine utensili

7.2.7.1 Assemblatori in serie di parti dimacchine

7.2.7.4 Assemblatori in serie di articoli vari inmetallo, in gomma e in materie plastiche

7.2.7.9 Altri operai addetti all’assemblaggioed alla produzione in serie di articoli industriali

Operatoredell’autoriparazione Car mechanic

6.2.3.1 Meccanici artigianali, riparatori emanutentori di automobili ed assimilati

Operatore dellelavorazioni dicarrozzeria

Carbodymechanic

Verniciatore 7213 Lattonieri, lamieristi e assimilati7142 Verniciatori e assimilanti



54

Progettista meccanico Industrial designerResponsabile dellaprogettazione

2.2.1.1 Ingegneri meccanici

Tecnicodell’automazioneindustriale

Industrialautomationtechnician

7.1.7.1 Conduttori di catene di montaggio

Tecnologo di

prodotto/processo nellameccanica

Technologist for

mechanicalproduct/process

3.1.2.1 Tecnici meccanici

3.1.2.9 Altri tecnici in scienze ingegneristicheed assimilati

B.2 Tuscany Region - Repertory of professional profiles concerning the

mechanical and metallurgical sector compared with ISFOL Code

The list of Italian professions below regarding the mechanical sector has been chosenunder the following criteria:

? focusing on vocational training qualifications which refers to EQF level 1-4

? considering qualifications of the Toscana regional system since a nationalqualification system does not exist in Italy (see introduction to IAL list), and theregions are competent for vocational training matters

? focusing on the professional area “Mechanics and metallurgy”

? excluding those qualifications which are not relevant in terms of job opportunities

ITALIAN NAME ENGLISH NAME ISFOLcode

Addetto alla conduzione di macchine acontrollo numerico

CNC machine operator 0504011

Addetto alla costruzione di strutture dicarpenteria

Metal construction worker 0508081

Addetto alla saldatura Welder 0507231 Addetto alle macchine utensili Machine tool operator 0503011

Addetto carrozziere Vehicle body sheet-metal worker 0509241

Addetto gommista Tyre-shop operator 0509242

Montatore manutentore di impiantitermofluidici

Fitter and maintenance operatorthermofluid plant

0506101

Riparatore di autoveicoli e autoarticolati Car and truck mechanicTecnico lavorazione orafa Goldsmith

Tecnico qualificato di produzione Production engineer 0512162

Tecnico qualificato per la manutenzionedi aeromobili

Licensed aircraft engineer 0508262

Tecnico qualificato per lamicromeccanica di precisione

Micromechanical engineer 0503072

Tecnico qualificato in termotecnica ecoordinamento di cantieretermoidraulico

Thermal engineer andthermohydraulic construction sitemanager

0506102



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ENGINEERING AREA PROFESSIONS IN SPAIN

The legislation that regulates vocational training in Spain together with the qualifications are:

? Organic Law 5/2002, from 19th June, of Qualifications and Vocational Training.(Ley Orgánica 5/2002, de 19 de junio, de las Cualificaciones y de laFormación Profesional (BOE de 20 de junio de 2002)).

? Organic Law 8/1985, from 3rd July, regulating Rights to Education. (LeyOrgánica 8/1985, de 3 de julio (BOE del 4), reguladora del Derecho a laEducación).

? Organic Law 2/2006, 3rd May, of Education. (Ley Orgánica 2/2006, de 3 demayo (BOE del 4), de Educación (LOE)).

The different professional itineraries are developed from this fundamental or organic law. Forinstance, for mechanical manufacturing qualification is developed in two orders:

? Spanish Royal Order 2417/94 establishing the qualification and the minimumrequirements. (RD. 2417/94 por el que se establece el título y las enseñanzasmínimas)

? Spanish Royal Order 2428/94 establishing the curricular itinerary. (RD.2428/94 por el que se establece el currículo)

The following list has been extracted from the Ministry of Education and Science web site(Ministerio de Educación y Ciencia):

Spanish English translation

FABRICACIÓN MECÁNICA

Operaciones auxiliares de fabricaciónmecánica.

Mechanical manufacturing assitanceoperations

Mecanizado por arranque de viruta Machine tooling

Mecanizado por abrasión, electroerosión yprocedimientos especiales.

Grinding, electrical discharge machining andspecial procedure

Mecanizado por corte y conformado Cutting and shaping machiningSoldadura WeldingTratamientos superficiales Surface treatment

Diseño de productos de fabricación mecánica Mechanical manufacturing designDiseño de útiles de procesado de chapa. Tools design for metal-sheet manufacturingDiseño de moldes y modelos Casts and models design

INSTALACIÓN Y MANTENIMIENTO

Montaje y mantenimiento de Instalacionesfrigoríficas.

Assembly and maintenance cold-storageplant.

Mantenimiento y montaje mecánico de equipoindustrial

Assembly and maintenance of industrialequipment

TRANSPORTE Y MANTENIMIENTO DEVEHÍCULOS



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Chapista y pintor de vehículos Sheet-metal workerMantenimiento de estructuras de carroceríasde vehículos Maintenance of bodywork structures

Mantenimiento de elementos no estructuralesde carrocerías de vehículos.

Maintenance of non-structural elements ofvehicles

Mantenimiento de sistemas de transmisión defuerza y trenes de rodaje de vehículosautomóviles

Maintenance of vehicle power transmissionsand driveline

Mantenimiento del motor y sus sistemasauxiliares Motors and auxiliary systems maintenance

Planificación y control del área de carrocería Bodywork area controllerPlanificación y control del área deelectromecánica Electromecanical controller



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ENGINEERING AREA PROFESSIONS IN ROMANIA

In Romania one is operating with two concepts: qualification and occupation. Qualification has a larger meaning and allows practice of more occupations.Qualifications can be achieved via initial training or via continuous training.

At present two Qualifications lists (rom. Nomenclatoare de calificari ) are in place, bothapproved by common orders by the minister of Education and Research, and by theminister of Labour, Social Solidarity and Family, containing all qualifications achievableby initial training, and by continuous training, respectively. Some qualifications arepresent in both lists, some other are specific.

Occupations are regulated by The Classification of Occupations in Romania (COR) approved by common order by minister of Education and Research and by the presidentof the National Institute of Statistics.

The programmes for initial training are organised only for qualifications, whilecontinuous training programmes may be organised both for qualifications, and for

occupations.

For the purposes of this project, only qualifications from the COR have been selected,as being considered the most comprehensive document concerning the identification ofprofessions, for all educational and qualification levels. The selection for Mechanicalsector has been operated by „Sector Commit tee Machine Building, Fine Mechanics,Equipments and Machinery”

Romanian name English translation

Occupational list in the machine building field

Ambutisor, presator la cald moulders, forging-press workers

acoperitor metale metal cover worker Ascutitor laminate la cald polishers for hot-rolled laminarsascutitor laminate la rece polishers for cold-rolled laminarsascutitor scule, instrumente medicale si obiecte ce uz

casnictool, medical instruments andhousehold utilities sharpeners

brosator broach workercazangiu recipiente sheet-metal workers for containerscazangiu tevar sheet-metal workers for pipescalitor prin inductie sau cu flacara metal heat-treating -plant operator

calitor scule metal heat-treating tools operator

confectioner cutite, brice, bratari, andrele, agrafe, inele

knives,rasors,bracelets,knittingneedles,broches,rings handicraftworkers

confectioner plase din sârma wire net-makersconstructor - montator de structuri metalice structural-metal builders and erectors

controlor de conformitate în industria de masiniconformity checker in the machineindustry

curatitor sablator sandblast cleanner

curatitor, degresator piese si aparate opticeungreasing optical pieces andequipment worker

debitator semifabricate material dividing workers



58

debitator - ebosator dividing, rough-machine workerdepanator ascensoare elevator fitterselectromecanic auto motor vehicle mechanics

fierar blacksmithsfinisor ace si accesori structural-metal finisher

forjor arcurar forging workerforjor manual manual forging workerforjor matriter forging-press workerforjor mecanic mechanic forging workerformator tevi prin sudare plumbing pipe shaperfrezor la masini roti dintate metal toothed wheel-grindersfrezor universal milling -machine operatorfrigotehnist refrigerator fittersgauritor filetator drill and thread worker

gravor manual manual engravergravor mecanic mechanic engraver

gravor placi metalice metal plate engraverhonuitor honing worker

lacatus constructii metalice si navale structural-metal and ship preparerslacatus mecanic mechanic fitterlacatus mecanic de întretinere si reparatii universale services and fitting mechanics

lacatus montator

lacatus montator agregate energetice si de transportmechanic fitter for power sets and

transportationlacatus montator pentru utilaje industriale, de

constructii si agricoleindustrial, building and agriculturalmachinery assemblers

lacatus revizie vagoane wagon mechanic fitterLacatus SDV maintenance mechanic

Lepuitor lepping workerlipitor de placute la scule aschietoare cutting tools welders

maistru cazangerie boiler shop technicianmaistru electromecanic electromechanic technicianmaistru frigotehnist refrigerating machines technicianmaistru instalatii navale vessel equipment technician

maistru întretinere si reparatii masini-unelte, utilitati,service, prototipuri

maintenance and fitting tool-machines,equipments,services,prototypes technician

maistru lacatus constructii metalicemetal -structure mechanicaltechnician

maistru lacatus mecanic mechanical technician

maistru mecanic mechanical locksmithmaistru mecanic auto motor vehicle mechanical technician

maistru mecanic masini si utilaje pentru constructiibuilding machines and equipmentmechanical technician

maistru mecanica agricola agricultural mechanical technician

maistru prelucrari mecanice mecanical treatment technicianmaistru presator metale metal pressing technicianmaistru sculer matriter pressman technicianmaistru sudura welding technicianmaistru termist tratamentist heat treatment technician



59

maistru termotehnist heat engineering technicianmasinist la confectionarea ambalajelor metalice operator for metal empties building

masinist la fabricarea acelor si accesoriiloroperator for needles and accessoriesbuilding

masinist la linii automate aschietoareoperator for automatic cutting toolsline

masinist la masini speciale de aschiere special cutting machine operatormasinist la masini speciale fara aschiere special non-cutting machine operatormecanic agricol agriculture mechanicmecanic auto motor vehicle mechanic

mecanic aviatie aircraft engine mechanicmetrolog metrologistmodelier meta metal mouldermodelier naval vessel moulder

modelor prototipuri auto motor vehicle protoipes mouldernitrator nitratorpolizator metal wheel-grinder

presator metale la rece cold-rolled metals press workerrabotor mortezor roti dintate toothed wheel planer and shaperrabotor mortezor universal general planer and shaperrectificator dantura caneluri mortise teeth grinderrectificator universal general grinderreglor benzi montaj assembling belt setterreglor masini unelte machine-tool setterreglor montator assembling setter

sculer matriter tool-makerstrungar la masini de alezat boring machine turnerstrungar la masini de prelucrat în coordonate coordonated working-machine turner

strungar la masini de strunjit roti cai ferate wheel shaping-machine turnerstrungar la masini orizontale horizontal machines turner

strungar la strung caruselturning and boring lathe turner /worker

strungar la strung paralel si de detalonat backing -off lathe turnerstrungar la strung revolver capstan lathe turnerstrungar universal general turnersudor welder

sudor cu arc electric acoperit sub strat de fluxwelder with electric arc under flowlayer

sudor cu arc electric cu electrod fuzibil în mediu de gazprotector

welder with electric arc and fusibleelectrode in gas protecting medium

sudor cu arc electric cu electrod nefuzibil în mediu degaz protector

welder with electric arc and non-fusible electrode in gas protectingmedium

sudor manual cu arc electricelectric arc manual turner

sudor manual cu flacara de gaze r gase flame manual turnerSanfrenato chamfering worker

slefuitor metale metal grinderstantator pressmantehnician constructii navale vessel buiding technician



60

tehnician determinari fizico- mecanicephysico-mechanical determinationstechnician

tehnician electromecanic electromechanic techniciantehnician frigotehnist refrigerating machines engineertehnician masini si utilaje machines ,equipment techniciantehnician mecanic mechanic techniciantehnician mentenanta mecanica echipamente

industrialeindustrial equipment maintenancetechnician

tehnician prelucrari mecanice mechanical processing techniciantenician proiectant mecanic mechanical designer technician

tehnician sudura welding techniciantehnician tehnolog mecanic mehanical technologist techniciantermist - tratamentist metal heat-treating -plant operatortinichigiu carosier sheet-metal body worker

tinichigiu industrial industrial sheet-metal workertinichigiu structurist de aviatie aircraft sheet -metal workertrasator marker-off technician

tubulator naval vessel fauceting workervopsitor auto motor vehicles paintersvopsitor industrial industrial painters

Fine mechanics specific occupations

giuvaergiu common metals jeweller

giuvaergiu de meatle pretioase precious metals jewellerceasornicar watchmakerSudor mecanica fina fine mechanics blacksmithMaistru mecanica fina fine mechanics technician

Metrolog si reparator mecanica fina,tehnici digitale sianaloage

metrologist and fine mechanicsrepairer, digital and analog technics

Metrolog checking metrologistSlefuitor metale pretiose mechanic shaper for precious metalsFierar AMC AMC blacksmithBijutier goldsmith

Occupations situated between two sectors, "electric and mechanic"

Electrician auto motor vehicle electrician

Electrician de mentenanta si echipamente

maintenance and equipment

electricianElectrican naval vessel electrician

Mecanic electric auto si de echipamente electricemotor vehicles and electricequipment electrical mechanics



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4 ANALYSIS AND COMPARISON OF PROFESSIONAL

STANDARDS USED IN DESCRIBING THE PROFESSIONAL

FIGURES OF ANALYZED NATIONAL/REGIONAL SYSTEMS

AUSTRIA

Professional standards used in describing the professions

- brief description of qualification / professional picture

- duration – years of apprenticeship “Lehrjahre”- professional activities according year of apprenticeship- skills and knowledge according year of apprenticeship- indication of evaluation and examination regulations- requirements concerning the firm where apprentices are trained

Examples of training profiles: car mechanic and toolmaker

The following examples of training profiles reflect the development within theapprenticeship training system. Whereas the former definitions focus on training areas,work activities, skills and knowledge (e.g. toolmaker) the recently revised ones add key

skills like social skills and skills for lifelong learning (e.g. car mechanic).

In Austria, the units of competence “Lehrjahre” are not clearly separating training contents.The training contents often overlap two or three of the Austrian “units of competences” –some contents are just defined to be part of the whole qualification period.

TOOLMAKER

Extract of the Federal Law Gazette AustriaRegulation 335: Vocational training regulation on car body mechanic (apprenticeship)according to BGBl. Nr. 73/1972, BGBl. I Nr. 15/1980

Vocational pictureThe according skills and qualifications of the vocational training have to be thought latestwithin the year of apprenticeship mentioned below.

1st year ofapprenticeship

2nd year ofapprenticeship

3rd year ofapprenticeship

4th year ofapprenticeship

1 Handle, maintain and recondition establishments, tools, machines, assets ... utilized

2 Knowledge about materials and adjuvants, their characteristics, handling alternatives

3 measuring measuring measuring measuring

4 marking marking marking marking



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5 stamping - - -

6 filing filing filing

7 grinding grinding grinding grinding

8 paring

9 polishing

10 carving

11 sawing sawing

12 drilling andcountersinking

drilling andcountersinking

drilling -

13 adjusting adjusting

14 rubbing

15 riveting

16 truing and folding truing and folding

17 hand-tappingthreads

tapping threadsvia guide screw

-

18 soldering soldering andbrazing

brazing -

19 - sticking - -

20 - basic turning turning

21 - basic milling milling via according machineries

22 - planing - -

23 - winding springs - -

24 thermo handling hardening hardening -

25 - aftertreatment after hardening

26 production of workpieces reflecting according norms

27 deconstruction,rebuiling

deconstruction, rebuiling, repairing andadjusting

28 basic welding electrowelding

29 drafting drafting drafting

30 reading production drawings

31 knowledge of coordinate drilling32 basic knowledge of technical regulations

33 basic knowledge of pneumatics,hydraulics and electro techniques

34 Knowledge about entered commitments concerning apprenticeship contract

35 Knowledge of according safety regulations and other regulations on protection oflife and health

36 Basic knowledge concerning employment law



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CAR BODY MECHANIC

Extract of the Federal Law Gazette AustriaRegulation 335: Vocational training regulation on car body mechanic (apprenticeship)according to BGBl. Nr. 142/1969, BGBl. I Nr. 100/1998

§1 car body mechanic apprenticeshipWithin the framework of metal technologies the period of the car body mechanicapprenticeship is determinated to 3,5 years.

The apprenticeship certificate has to indicate the gender of the apprentice.

§2 vocational profileWithin the vocational training the apprentice has to learn to perform the following types ofwork independently

1. Read and use technical documentations and work drawings2. Define single steps, equipment and methods of work

3. Plan and steer procedures of work, assess results, conduct quality control4. Select, purchase and control the required and appropriate material in a professional way5. Deal with different kinds of material (metal, plastic, glass, wood) respecting regulations

on work security and ecological standards6. Produce and modify superstructures and trailers7. Maintain, reconstruct and repair car bodies and chassis frames8. Mount and demount car accessory, vehicle components and equipment9. Conduct function checks, performance tests and quality control in a professional way10. Apply varnish and priming coat in means of embellishment and conservation of surfaces11. Collect and document technical data concerning the processing and the results of work12. Customer oriented behaviour and counselling

§ 3 vocational picture

The according skills and qualifications of the vocational training have to be thought latestwithin the year of apprenticeship mentioned below.

1st year ofapprenticeship

2nd year ofapprenticeship

3rd year ofapprenticeship

4th year ofapprenticeship

1 Handle and maintain establishments, tools, machines, assets ... utilized

2 Knowledge about materials and adjuvants, their characteristics, handlingalternatives

3 Basic handlingskills concerningmeasuring,marking, cutting,sawing, grinding,drilling, cutting,tapping threads,riveting

Handling skillsconcerningmeasuring,marking, cutting,sawing, grinding

Handling skillsconcerningmeasuring,marking, cutting,grinding

Handling skillsconcerningmeasuring, cutting

4 - - oxyacetylene cutting

5 cold finishing

6 producing detachable and non-detachable connections

7 handling of measuring and controlling instruments and tools

8 - - running and attaching electrical power



64

supply

9 - repairing plastic material

10 mount and demount car accessory, vehicle components and equipment

11 - mount and demount glass material

12 - assessing damages of car bodies -13 reading simple

work drawingsreading work drawings

14 generating work drawings

15 - Knowledge about simple failures of electric systems andremoval o f disturbances

16 - Realizing simple failures of electric systems and removal ofdisturbances

17 Knowledge about car construction -

18 cover and shield components - -

19 proof and handle subsurfaces and grounds -

20 application and grinding filling, grounding and masking material

21 Mixing ready made material

22 - - shading samples and colours accordingpresettings

23 polish and issue -

24 - Knowledge about natural and artificialdehydration

-

25 - Apply varnishaccording

templets, drawand paint simple

decorations,letters, lines

Apply varnish according templets, drawand paint simple decorations, letters,

lines also airbrush technique

26 basic knowledgeof technicalregulations

27 basic knowledge of quality management knowledge of the companies qualitymanagement, conducting quality

controls

28 Customer oriented behaviour

29 Knowledge of English technical terms

30 Knowledge of according safety regulations and other regulations on protection oflife and health

31 Knowledge about according measures and regulations on environmentalprotection

32 Knowledge about entered commitments concerning apprenticeship contract

Basic knowledge concerning employment law



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During the training of the technical knowledge and skills there should be put emphasis on thepersonal development of the apprentice, according to the company’s requirements. Thisserves putting across the key qualifications needed concerning social competences(openness, teamwork, conflict management etc.) self competence (self-esteem,independence, ability to work under pressure etc.), methodological competence (presentation,

rhetoric, basic understanding of English language) competence according self-directedlearning (readiness, knowledge of methods, skills on selecting appropriate media andmaterials).



66

CZECH REPUBLIC

Professional standards used in describing the professions

- brief description of qualification- knowledge- skills- indication for evaluation

Example of training profile: car mechanic

Car Mechanic72311 nákladních automobilu3 years

Diagnosis and assessment of damages by utilizing diagnostic instruments and ensuingplanning of the appropriate repair proceduresJudging the degree of abrasions and assessment of vehicle performance capability,valuation of the capability of single components in the means of optimal functioning,capability of load and recommendations on precaut ionary repair.Repair and replacement of single components as well as of sub-assemblies andassemblies of vehicle components

Adjusting and set ting work steps according the different mechanic, hydraulic andpneumatic vehicle components

Adjusting and setting work steps according sub -assembl ies and assemblies of vehiclecomponents ( for example processing of engine, geometry of axes etc.) . Manufacturingand fabricating single components, renewal of single componentsMounting of component parts of automotive accessory

Controlling of the work conductedProduction of prototypes and specialized vehicles, repair and examination of prototypesand specialized vehicles by co-operation with the department of constructiondevelopment as well as the according inspection unit.Testing proto types and models.

Knowledge:principles of electrical engineeringTechnical drawing in the areas of engineering and metal workingPrinciples and processings concerning repairing and maintenance of apparatuses andmechanismsMachine parts and und semi-finished products as well as their parameters(measurements, surface quality etc.) machine mechanisms

Practical skills:Manufacturing and mechanical handling of metals and plasticsWorking according norms and technical documentations of vehiclesDefining work processing, appropriate diagnostic instruments, measurement tools aswell as facilities and spare parts for conducting repairs and adjusting vehicles and theiraggregates.

Assessing the technical condit ion of the vehicle as wel l as controll ing and testing itscomponents and aggregates.Diagnosis and assessment of damages of vehicles.



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ITALY

C Analysis of professional standards used in describing the professions

EMILIA ROMAGNA REGION

For each profession mentioned under B.1, there is a profile that contains and describesthe following aspects4, as shown in the example below:

? brief description of the profession

? professional area

? job profiles associated with or which could be associated with other professionclassification

? learning outcomes in terms of : competence, skills (know how to), knowledge(know)

? indications for evaluation of competence in terms of: object of observation,indicators, expected results, method

? standards of courses which result in the qualification, with reference to:

• level of qualification• characteristics of participants• admission requirements• duration (hours)• indication for teaching methods

METAL-WORKER

BRIEF DESCRIPTION

The metal-worker is able to construct finished metal products, using specific techniques, using appropriatemachinery, tools and equipment for cutting, shaping, welding and finishing.

PROFESSIONAL AREAMechanical and electromechanical design and production

JOB PROFILES – ASSOCIATED WITH OR WHICH COULD BE ASSOCIATED WITH THIS FIGURE

Reference system Name

ISTAT classification system 6.2.1.1 Welders and welder fabricators6.2.1.3 Sheet metal workers and boilermakers, includingmarkers6.2.1.4 Fitters6.2.1.7 Specialists in electric welding and ASME standard

Ital ian Ministry o f Labou r professional code system 621200 Welders and welder fabricators

621800 Sheet metal workerEXCELSIOR information s ystem 4.04.02 Welders, cutters, fitters4.04.08 Finishers of metal tools and products

ISCO classif ication system 7212 Welders and cutters7222 Workers producing metal tools and products7224 Finishers of metals, polishers, tool grinders

ISFOL professional repertory Metal-working- Welder

4 Sistema Regionale delle Qualifiche – SRQ – Emilia Romagna Region



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COMPETENCE SKILLS (know how to) KNOWLEDGE (know)

? identify the machines, the equipment andthe tools to be used in the various workstages and the relative regulations.

? identify the operating parameters of themachinery for metal-working by reading theworksheet and the technical drawing.

? recognise the conformity of the operationscarried out by the machine tools,identifying any operational faults.

1. Set-up of m achinery, equipmentand tools for m etal-work ing

? keep the workstation in order and maintainthe machinery correctly.

• recognise the principal characteristics ofthe metals to be cut.

• use measuring instruments to identify thedimensions of the metals to be cut, noting anyfaults/defects

• apply cutting techniques to the metal,using appropriate tools and/or with traditionalmachines and/or nc machines, respecting thesafety procedures.

2. Cutting metals

• identify and evaluate any faults in the cutmetal in order to report them in the notesaccompanying the cut pieces and/or carry outcorrective action.• identify the dimensional and functionalcharacteristics of the materials to betransformed according to the indications on thesketch and/or the drawing

• choose the machines and tools forshaping and welding metal materials accordingto their characteristics and properties.

• use the tools and apply the techniques forshaping and welding of the metals, inaccordance with safety procedures

3. Shaping/weldin g metals

• note the items on the worksheet to bechecked and carry out the planned checks andtests.

• recognize the characteristics of the workedpieces in order to carry out the correct finishingprocess.

• apply finishing and adjusting techniques tometals, in accordance with safety procedures.

• use the machinery and tools necessary forfitting the metal pieces, according to theirtechnical, functional and aestheticcharacteristics, in accordance with safetyprocedures.

4. Fin ish ing and assemb ly of m etalpieces and groups

• evaluate finished products highlighting anyfaults or defects.

? the work cycle: phases,activities and technologies.

? physical, chemical,

mechanical andtechnologicalcharacteristics of metalmaterials.

? type and functionalmechanism of the principalequipment and machineryfor metal-working.

? tools for measuringmetals

?techniques for cuttingmetals

? metal equipmenttechniques (drilling,burring, threading)

? techniques for shapingand welding of materials

? techniques for finishingand assembling metals

? principal IT tools andsupports

? principal functions of theman/machine interactions

?

safety regulations forworking of metals

? fundamentals ofcompany regulationsconcerning the contract



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INDICATIONS FOR EVALUATION OF COMPETENCE

COMPETENCE OBJECT OFOBSERVATION

INDICATORS EXPECTEDRESULTS

METHOD

1. Set-up ofmachinery,

equipment and toolsfor metal-wo rking

Set-up of machinery,equipment and tools.

? adjustment ofmachinery, equipmentand tools? tooling-up? execution ofordinary maintenance? checks on the stateand functioning of thetools and equipment

Machinery,equipment and toolsfunctioning, incompliance withregulations andefficient.

2. Cutting m etals Cutting operations onmetals.

? measuring themetals to cut? cutting the metals? noting non-conformity of cut

metals

Metals cut accordingto the worksheet inconformity with thesketch and/ordrawing.

3. Shaping/weldingmeta ls

Shaping/weldingoperations on metals.

? shaping/weldingoperations on metals? checking workedmetal pieces

Metal materialstransformed into sizeand shape foreseen.

4. Finishin g andassembly of metalpieces and units

Finishing andassembly of metalpieces and units.

? execution offinishing work onmetals? assembly of metalpieces and units? checking thequality of the finishedpiece

Metal pieces andunits finished andassembled inaccordance withtechnicalspecifications.

P r a c t i c al t e s t s i n

t h e

s i t u a t i on

b ei n g

a s

s e s s e d



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METAL WORKER

STANDARDrelates to courses which result in the qualification of “METAL-WORKER”

This qualification can be considered both a qualification that gives access to the professional area and as a technical-specialisation qualification.

As such, the professional standards can be reached both by (young-adult) persons without previous knowledge orskill, and by persons with basic knowledge or skill in the field, which will be developed and extended during thecourse. This knowledge-skill may have been acquired through professional training, education or through professionalexperience in companies working in the sector.

The variation in the duration of the courses is therefore due to the differing aims/qualifications of the users.

In any case, the participants who possess knowledge/skill corresponding to the content of the course are granted therelative formative credits.

The qualification can be attained through:

• 600 hour course

These courses aim to offer young people who have completed compulsory schooling a professional qualification, they

must be unemployed at the time they take the course.*

The course must include a certain number of hours work experience, which will be between 30% and 40% of the totalnumber of classroom hours.

• 600 hour course

These courses aim to offer unemployed adults a professional qualification.**

The course mus t inc lude a cer ta in num ber of on-s i te tra in ing, in workshops or s i tuat ions that r eproduce the

processes and activit ies that occur in working con texts.

This quota will be between 30% and 40% of the total number of classroom hours.

The definit ive duration is to be cons idered approxim ate: it may be reduced accordin g to the character istics of

the participants. It wil l not, how ever, be less than 400 hours .

• 300 hour course

These courses aim to offer employed young people and adults a professional qualification.***

The course mus t inc lude a cer ta in num ber of on-s i te tra in ing, in workshops or s i tuat ions that reproduce the



The definitive duration is to be considered approximate: it may be reduced according to the characteristics of theparticipants. It will not, however, be less than 200 hours.

• 300 hour course



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These courses aim to offer unemployed young people and adults a professional qualification.****

The course mus t inc lude a cer ta in num ber of on-s i te train ing, in workshops or s i tuat ions that reproduce the



The definitive duration is to be considered approximate: it may be reduced according to the characteristics of theparticipants. It will not, however, be less than 2 00 hours.

NOTES: As far as the classification of the users by age and employment situation is concerned, reference is made to theindications in the regional planning documents and in particular to the “Complemento di Programmazione” andsubsequent amendments.* These courses offer young people who have completed compulsory schooling, unemployed at the time of thecourse and without previous knowledge-skill in the professional area a professional qualification.**These courses offer unemployed adults without previous knowledge-skill in the professional area a professional

qualification.*** These courses offer young people-adults currently in employment, with basic knowledge-skill in the professionalarea the opportunity to develop/extend their professional skills.**** These courses offer unemployed young people-adults, with basic knowledge-skill in the professional area theopportunity to develop/extend their professional skills.

TOSCANA REGION

For each profession mentioned under B.2, there is a profile that contains and describesthe following aspects, as shown in the example below:

? brief description of the profession? learning outcomes in terms of : knowledge and competences

? standards of courses which result in the qualification, with reference to:

• admission requirements• criteria for selection of participants• occupational outlets• duration (hours)• characteristics of teachers• teaching materials

CNC machine operatorDescription

A professional operating mainly in the fie ld of production of machinery and mechanicalequipment. Responsible for the assembly and set -up of the tools used by the machineand positioning the workpieces.

Sets the computer, checks that programs are functioning correctly, starts the work cycle,monitors functioning and carries out initial checks on workpieces. Operates with relativeindependence, reports to technical superior.



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Knowledge

Basic principles of mechanical drawing; basic principles ofelectrotechnology/electronics; machine tools: types and operation; productiontechniques; basic principles of industrial logistics; elements of programming forproduction; principles of IT and NC programming languages; basic knowledge of

Computer Integrated Manufacturing (CIM); work contract and legislative principlesregulating the work contract; health in the workplace; prevention; first aid

Skills

Set up and tooling up of the machine tool according to the work process; maintenance;positioning of the workpiece; use of computer, loading of tapes/floppy disks and controlof the work cycle; superficial diagnosis of problems; quality checks on products;interpersonal relationships up/down with the levels of responsibility; forecasting ofevolution of own professional role.

Requirements

Compulsory schooling: high school diploma for first cycle of secondary education –those who have not yet completed the twelve years ‘right-duty’ school attendanceforeseen by Italian Law 53/2003 must have att ended at least one year of secondaryschool; or hold an elementary school diploma + three years work experience.

Criteria for selection

Curriculum vitae and any work experience; evaluation of motivation; testing of: attentionspan, precision, mathematical-logical reasoning.

Employment opportunities

NC work centres, workshops and the mechanical engineering industry.

Duration

2400 hours

Lecturers’ qualifications

Diploma or degree preferably in the industrial sector; experts in the field; tutors.

Teaching equipment and aids

Classroom equipped with overhead projector and paper board, audiovisual andcomputer equipment; workshop equipped with NC instruments and machines necessaryfor the trade.



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SPAIN

For each profession mentioned under B, there is a profile that also contains links to therespective educational regulations and examination procedures, as is shown in thefollowing example:

For each profession mentioned under B, there is a profile that also contains links to therespective educational regulations and examination procedures, as is shown in thefollowing example:

Qualification: Machining Operator.5

Competences:

? Carry out different machining operations; check over the manufacture products, set-up, operation pauses and proper working conditions. Assuming responsibilities overfirst level maintenance, assuring productions in required quality, time and safeconditions.

Professional skills:

? Reading drafts, tech specifications, manufacturing orders and other specificationsassociated to production.

? Operation and control over the different equipments, machines and tools,independently and in safe conditions.

? Identify working and control parameters involved in the efficiency of machines andequipments to obtaining the highest performance. Proposal of improvements inmachining processes under quality and safety conditions.

? Set-up and programming of control equipment. Control over the working conditionsof machines and tools assuming responsibilities and resolution of incidences underthe established quality and safety conditions.

? Expertise on Poseer una visión de conjunto y coordinada de las fases delproceso de fabricación por mecanizado, comprendiendo la función de los diversosequipos y máquinas, con objeto de alcanzar los objetivos de la producción.

? Good understanding of the information provided by control instruments to ensuremeasures within tolerances.

? Ability to detect defects in the production as well as a good understanding of theircauses to carry out corrective actions.

? Knowledge to carry out established control quality operations in machined pieces.

? Follow-up of tasks carried out by the operators team, checking tech features ofproduction under safety conditions.

5 www.mec.es/educa/jsp/plantilla.jsp?id=31&contenido=/formacion-

profesional/catalogo/gm/fabricacion/mecanizado.html&area=formacion-profesional



74

? Carry out of processes strictly, reliably and in clean conditions, according todocumentation and general instructions, preventing risks from machine operationand materials manipulation.

? Ability to take over different positions in the manufacturing line and to carry outdifferent task in the machining process.

? Establish and keep fluid relations with other members of the team, activeparticipation in the organization and the development of tasks.

? Establish contacts with other departments to the supply of raw material. Produce ofapplication forms to request for maintenance or repair operations.

? Management of different departments (commercial, financial, administration) of aSME or small production facility.

? Problem resolution and individual decision-taking, following established rules anddefined procedures.

Requirements of autonomy in working situations:

? Set-up of machines and machining equipments.

? Programming and set-up of machining parameters.

? Machining of single pieces and small lots.

? First level maintenance of machines and equipments.

? Handle of materials and products needed for machining operations.

? Quality control of machining pieces.

? Destructive and non-destructive tests.

? Gathering of data related with the machining process.



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ROMANIA

Analysis of professional standards used in describing the professions

For each profession mentioned under B, there is a profile that also contains links to therespective educational regulations and examination procedures.

Both initial training, and continuous training are competence-based . Initial training isbased on Training Standards, and continuous training is based on OccupationalStandards. Since the number of occupational standards validated up to date isinsufficient (419), for qualification programmes the Training Standards are also used.

Both types of standards – the Occupational Standards (approved by the National AdultTraining Board), and the Training Standards (approved by the Ministry of Education) arenational documents. Both types of standards are validated by Sector Committees.

The structure of an occupational standard is the following:

? the description of the occupation;

? the units of competence;

? the elements of competence within each unit of ompetence;

? achievement criteria, for each element of competence;

? the range of variables, for each unit of competence;

? an assessment guide, for each unit of competence.

Example of an occupational standard:

The welder

The welder is the worker who performs the welding operation by using specific procedures.

The welding is the joint of metal goods, which needs heating sources to melt the metal in the joint area.There are two procedures function of the heating source: gas welding and electric welding.

Specific knowledge needed-Operation and maintenance mode of devices, machines and equipment that are used.-Notions about metal goods welding.-Technical conditions that have to be complied with.-Welding procedures.

-Welding parameters.-Ad-mixture and welding protection materisls.-Technological documentation.

I. Gas welding is the technological operation of jointing metal pieces, which uses heat generated byburning gas fuel and oxygen.

The gase fuels mostly used are: acetylene, hydrogen, pit gas and liquefied petroleum products(propane and butane).

Welding may be done manually using specific welding set equ ipment or mechanically usingcutting/welding machines (with one or more sets).

Main equipment the welder uses:



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? Acetylene generator with safety relief valve (if the fuel gas used is acetylene) or cylinders forfuel gas storing with pressure reducer;

? Oxygen cylinder with pressure reducer;? Welding set (blow pipes, cutting device and a set of bulbs of different sizes);? Pressure hoses made up from rubber woven around with wire for gas transportation;? Accessories (glasses with protection lens, brushes made of soft steel wire, welding hammer,

gloves).Operations performed by using equipment specific to gas welding are:? Cutting up the metal materials;? Welding on (the filling) with metal ad-mixture of the pieces with molding defaults or used up.? Metal and non-ferrous alloys soldering,? Superficial hardening of pieces,? Metal covering of metal surfaces,? Stick welding of hard tips on cutting tools,? The spot or continuous welding, jointing the metal materials.Main operations performed by the welder:- Taking the technical documentation of the pieces/semi-finished materials that must be jointed;

? Studying and respecting the technical documentation condition;? Preparing the automatic machines, equipments and the necessary materials.

? Fixing and assembling the parts for welding/cutting;? Preparing the alloys for jointing, choosing the fusing agents and the fluxes (deoxidants);? Using the additive material;? Handling the containers/gas cylinders;? Carrying out the welding operation;? Adjusting and supervising the automatic machines;? Cleaning the slag from the joint;? Depositing the additive materials, fluxes, welding and jointing paste;? Identifying the main defaults; settling causes and prevention measures;? Delivering the technical documentation and the products.

II. Electric welding is a technological operation of jointing the metal pieces that uses heat of the electricarc formed between the electrode (graphite or metal) and the piece that must be welded or of the

resisting force the pieces set-back when electric current passes through. Arc welding can be done : with covered or uncovered arc, with shielded carbon arc welding orslag bath.

The equipment used for the manual welding with electric arc:? Welding outfit : welder or converter,? Soldering tweezers,? Electric cables,? Accessories (face shield, brushes made of soft steel wire, welding hammer, gloves, legs shields

and leather apron),

The equipment used for semi-automatic or automatic welding:? Direct-current generator,? Automatic truck for cutting and moving the additive material along the joint,

? Guide rolls and automatic equipment to bring the welding place in front of the additivematerial, which is cut by the burner tip.Materials used :Electrode metal with protective shield, graphite electrode, welding wire, carbon shield

The incandescent welding uses specially and adequately built machines for different operations.

Operations using specific equipment for electric welding : ? Fix jointing of metal materials in spots or in line,? Cutting-out and shape cutting of metal materials,? Build-up welding (filling) with additive materials of the pieces with defective casting or used up.



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Main activities-Taking the pieces/semi-finished materials and the technical documentation,-Studying and applying the technical documentation,-Preparing and verifying the equipment, machines, necessary materials,-Fixing and assembling the parts,-Handling the containers/gas cylinders,-Carrying out the welding operation;-Depositing the electrodes and the additive materials,-Cleaning the slag from the joint;-Adjusting and supervising the automatic and semi-automatic machines,-Identifying and repairing defaults,-Delivering the technical documentation and the welded pieces.

Metal wheel-grinders

Metal wheel-grinders are the workers who perform the operation of grinding the metal materials.Grinding is the operation of fine or very fine working of flat or round surfaces; can be done manually ormechanically by means of equipment, tools, facilities and specific materials.

Grinding is an operation done in order to prepare surfaces (to cover them with paint or other materialsincluding metallic ones) or a final operation (to obtain a low roughness or a brightening effect of thesurfaces).

Equipment used by the metal wheel-grinder:

? Fix or portable grinding machine,? Special grinding equipment/machines,? Wire brushes,? Abrasive stones, wheels and belts,? Emery paper and cloth,? Felt brushes and wheels, sponge and cotton, abrasive powders and emery paste.

Activities carried out by the metal wheel grinders, polishers:

i. Taking and studying the technical documentation,ii. Taking the pieces that must be processed,iii . Preparing the abrasive materials, filling up the machines,iv. Preparing, checking, adjusting, using and maintaining the equipments/machines,v. Depositing, and delivering the processed goods,vi. Identifying and repairing errors,vii. Following up the technological process and the sequence of operations while grinding,viii. Assembling and removing tools, equipments and materials that must be grinded,ix. Check the grinded surfaces.



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5 VALIDATION OF FORMAL AND INFORMAL

LEARNING

AUSTRIA

Work and discussion on methodologies for validating non-formal and informal learning in Austria is sti ll at an ear ly stage of development. Relat ive ly few methodologies havebeen developed and are applied; the responsible central government department (theFederal Ministry for Education, Science and Culture - BMBWK), while recognising theimportance afforded to the issue by debates on lifelong learning at EU level, currentlyhas no personnel dedicated to advancing work on validating non-formal and informallearning.

There are several reasons for the relative scarcity of validation methods. The BMBWKdoes not have competence over matters of continuous training and has therefore notbeen very active in promoting the validation of non-formal and informal learning. The

Austr ian dual system of vocational tra ining, which provides a mix of in -company andschool-based training, is sometimes seen as reducing the need for alternativerecognition methods as it reaches most young people and provides a sound educationalbasis. This must be seen in the context of a labour market which is characterised byregulated occupations. Occupations are usually based on occupational profiles whichinclude information on where and how the requried compentences should be acquired.Usually they are also linked to entitlements, responsibilities and wages. Although inprivate industry wages and salaries are increasingly linked to task descriptions, salarysystems are still often based on formal qualifications, in particular within the public

sector. The occupations listed in the Gewerbeordnung , as well as others defined in theBerufsausbldungsgesetz (Vocational Training Act), form the basis for the areas ofapprenticeship training (currently more than 250 occupations). These also provide theframework for fully school-based VET and thus ensure recognition of the qualificationsacquired.

Importantly, the social partners, as well as trade bodies, are closely involved in settingtraining standards in the dual system. This makes them reluctant to accept methods forvalidating non-formal and informal learning as these could infringe on theircompetencies and potentially make the dual system of vocational training redundant.Finally, Austrian business culture places great emphasis on degree certificates anddiplomas issued by recognised providers as proof of professional competence and

skills. This means that other certificates, including those identifying or recognising skillsacquired through non-formal and informal learning, tend to be regarded with scepticism.However, it could be argued that non-formal and informal learning is inherent to the

Austrian apprenticeship system where workplace learning is anintegral par t of formallearning.

This scepticism encompasses both concerns about a narrowing down of vocationaltraining as a result of validation and loss of stakeholder influence over trainingstandards. As a result, the three main initiatives to validate non-formal and informallearning have come out of EU-funded projects and have entailed minimum stakeholderinvolvement.



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CZECH REPUBLIC

Validation of informal and non-formal learning is a new issue on the Czech policyagenda. At present there are no systemic provisions for identification, assessment andrecognition of skills and competencies acquired through informal and non-formallearning or through work experience. Implementation of the system of validation isconstrained at the policy and legislation level. The system of formal initial education andcertification is not linked to continuing training and informal learning. There is a generallack of legislation on continuing training of the adult population. The absence of acomprehensive qualifications framework and the so far limited legal provision formodular training create further obstacles in implementation of the validation system.

At the same time many examples of good practice in both summat ive, and especially,formative validation of informal and non-formal learning exist at the level of individualinitiatives supported by social partners, branch organisations, regional authorities andby the European Union on a project basis. The process therefore has so far beensupply-driven. The public authorities, however, have started to place the issue ofvalidation and recognition of informal and non-formal learning on the policy agenda as a

response to numerous private initiatives and projects.

Generally speaking the Czech labour market is rather liberal from the point of view ofthe required qualifications for the job performance. Except for the professions andtrades which are covered by specific laws and regulations, the acceptance of acandidate for a job is a matter of their competences being recognised by the employer.Qualification requirements at the start -up of a new business are only a consideration forthose activities and occupations which are covered by specific laws and regulations.

According to various surveys among employers, the informal /key competences andskills (e.g. communication, leadership, team spirit) are often preferred over formalqualifications. Since the beginning of the transformation period, the Czech labour forcehas also demonstrated high levels of professional mobility, where about 38% have

changed their occupation at least once. This would not have been possible withoutrecognition of informal and non-formal learning in the world of work. Therefore, priorlearning and competences of the labour force in the Czech Republic are far morerecognised in an informal way, rather than via an established national system ofvalidation.

Having said that, it is important to note that the legal requirement for many trades andprofessions to possess certain qualifications in practice creates many problems forbusinesses and often is satisfied by the nominal employment of a person whosequalification meets the requirements. As long as there is no accessible and flexiblesystem of validation of prior learning, such a solution is much easier for an entrepreneurthan entering education for the full qualification cycle or passing the comprehensive setof exams for the qualification.

Assessment of competences in the workplace is subject to the employers will andinternal rules and procedures of the company, unless specifically regulated by thesector. The same is true for the assessment of knowledge and skills acquired in CVTcourses provided by employers or in courses undertaken at the participant’s will, whichare subject to the employer’s wishes, or subject to the procedures used by the trainingorganization.



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ITALY

All social and pol itical stakeholders, irrespect ive of their insti tut ional aims andbackground (Ministries, Regions, Trade Unions, Employers Representatives, VETsystem providers, Universities, Youth Association and voluntary sector), actually agreeregarding the need of validation of non formal learning through formalized recognitionpathways or certification procedures.

At the present, however, nothing comparable to the APL programme in the UK has beenput in place in Italy, due to different factors. First of all, two historical-cultural factorsmust be taken into account: the relevant formal and legal value of educationalqualifications obtained through formal education pathways and the traditional weaknessof short -term and adult education and training. The combined results is that theeconomic and social value of VET, independently from formal qualification released, isnot culturally perceived. Moreover the professional and occupational regulations arelargely based on the legal status of formal qualification and on the juridical values ofeducation or academic titles. Such a crucial role of formal recognition is reinforced bythe low level of institutional trust at a national level, especially as far as VET providers

and employers representative bodies are concerned.

The bridging process between formal education and training and non formal andinformal learning in different contexts is at present involving many different actors andstakeholders: social partners, companies, third sector association and enterprises.

Nevertheless, as a result of the political awareness about the basic principlesunderpinning the validation of non-formal learning, a relevant number of nationalagreements and regulations dealt with this topic have been defined and undersigned(IFTS, Adult Education and Training, Certification of Competence), envisaging theopportunity of validation of non formal learning, although not concretely defining asystem (assumed as a whole organizational and resources framework composed of

standards, tasks and funding).

It can be stated that there are several interesting practices in the above mentionedcontexts, but they remain as local experiences not constituting a real validation system.This is mostly due to two elements:

o the lack of national standards regarding qualifications and competences represents themain hindrance to the adoption of the emerging European perspective on formal andinformal learning;

o In Italy there is not yet a common concept about how the .Validation of non formal andinformal learning. should be defined and what is the role of the institutions in order to offeror to legitimate this kind of service. From this point of view the Italian situation reflects

many of the open issues raised at an European level in the process and Documentsregarding the common principles for the validation of non formal and informal learning.

The Emilia Romagna Region is currently experimenting a “Regional System for Formalisingand Certifying competences (SRFC6)” which not only considers the competences acquired asa result of formal training, but also those acquired in informal and non-formal contexts. Thissystem considers the “competences acquired in any manner” suitable for formalisation and

6 See Regional Council Decision N° 1434 dated 12/09/2005, Regional Council Decision N° 530 dated 19/04/2006;Regional Council Decision N° 841 dated 19/06/2006.



81

certification, and takes as professional reference standards the competences present in thelist of the “Regional System of Qualifications” (see paragraph C). The system defines both thephases of the formalisation / certification process, and the subjects responsible for thisprocess.The process is therefore organised in the following stages:

? acquisition of the request for formalisation/certification;? verification by means of evidence;

? verification by means of testing/examination;

? administrative procedures linked to the issue of the formalisation / certificationdocuments;

? individual consultations.

And is finalised in the issue of the Lis t of knowledge and ski lls, or the Certi ficate ofcompetences or the Certificate of Qualification.

The system will be enacted by the “Accredited Subjects” of the training system and, incooperation with the Provincial Authorities the possibility of organising the competenceformalisation process at the employment services will be evaluated. Non-accreditedbodies which have developed training activities that comply with the SRQ standards canalso manage the process, if they have received from the Regional Authorities or fromthe Provincial Authorities specific authorisation for “formalisation and certification ofcompetences” with regard to their activities.



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SPAIN

Spain has a positive attitude towards the introduction of systems and methodologies tovalidate informal learning. This favourable attitude is observed both at a public andprivate level, which are aware of how this type of learning is positive and valuable forthe professional potential of a certain worker.

During the past years, Spain has given impulse to initiatives that seek the recognitionor even the validation of informal and non-formal learning. EU encouragement has beenvery positive, and various Leonardo and Grundving actions, within the Socratesprogramme, has stimulated partnerships and ideas that are gradually being establishedin Spain.

From the public administration side, the reform of the vocational training system isgiving impulse in general to all that concerns professional skills and workers. Theinclusion of the social actors in the public initiatives, which is an automatic practice atpresent, either fixed by law, as in the case of the Law on Qualifications and VocationalTraining, or by Convention, such as the Tripartite Agreements for Continuing Training,

is very positive, as it guarantees a social acceptance of this initiatives, which will alsobe more likely to be closer to the employment market.

There is an enormous potential for the validation of informal and non formal learning. Atpresent, the main initiative is the one undertaken within the context of the Law onQualifications and Vocational Training. The development of the National Catalogue ofProfessional Qualifications is being done at present.

The initiatives done in the private sector are important as they outline an increasinginterest of Spain in recognising skills that have been obtained through informal and nonformal means. This growing interest could be influenced by the growing importance thatis given at European policy level, to lifelong learning, and the existence, in Spain of an

important group of population that would benefit from the recognition of competenciesthat have not been obtained through the traditional formal way.

It is difficult to find information on private experiences, which reveals a lack of interestof disseminating different practices (formal or informal), which are developed in theprivate or third sector. This, could be seen that there is no real interest oninstitutionalising official practices to validate it. It could also be that the private sectorrelies on the National Catalogue of Professional Qualifications Project, as being theofficial system to validate informal and non formal learning.



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ROMANIA

In order to develop a lifelong learning culture in this country and also follow the ECaction guidelines, Romania has adopted a national policy for lifelong learning and hastaken concrete steps for its implementation, this national chapter aims at providingaspects on validation of non-formal and informal learning. The practices reveal theincreasing awareness of the need for a global approach to foster validation of both non-formal and informal learning.

As key action points in this area, priori ty has to be given to:

? Support for non-formal and informal learning by social and managerialrecognition, extension and diversification of learning provision;

? Promotion of training and education incentives within economic, social andregional programs;

? Provision of an increased and diversified number of training opportunities tostimulate a greater demand;

In spite of the general efforts and obvious progress made in Romania for implementingthe EU Memorandum on lifelong learning, there are still many drawbacks, difficultiesand constraints, which have to be tackled and solved in time appropriately.

In the near future further policies and measures are necessary to breakdown theexisting divisions between formal initial and continuing (vocational) education andtraining, as well as non-formal and informal learning. One of the locally accepted toolsto achieve this goal is a common National Qualification Framework (NQF).

In order to ensure the labor market value of the NQF, the development needs to befacilitated through a social dialogue taking into account sectoral interests. This implies

measures to strengthen sectoral representation of social partners .

A much needed policy to enforce is to increase accessibi lity of guidance andcounseling services for adults and members of the local community, as well as the needfor these services to extend beyond the strictly vocational and educational dimensionand to include also more and more social and citizenship aspects.



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6 DEFINITION OF COMMON CRITERIA FOR CHOOSING

THE PROFESSIONAL PROFILE TO BE DEEPLY

ANALYZED

Professional profiles to be deeply analyzed

Englishterm

AUSTRIA CZECHREPUBLIC

SPAIN ITALY

EmiliaRomagna

ITALY

Toscana

ROMANIA

1. Carmechanic

Kraftfahrzeug-technikerIn

automechanik

Mecanico delvehiculo

ligeros/mecanico de vehiculopesados /mecanico de dos ytres ruetas

Operatoredell’autoripara-

zione

Riparatore diautoveicoli e

autoarticolati

Mecanic auto

2.Toolmaker

Werkzeug-macherIn

nástrojár Preparador-programadorde maquinasherramientas

con CNC

Costruttore sumacchine

utensili

Addetto allaconduzionedi macchinea controllonumerico

Sculer matriter

3. Latheoperator

DreherIn soustružník Tornero -Fresador

Addetto allemacchine

utensili

Strungar/Frezor

4. Welder SchweisserIn /MetalltechnikerIn

svárec Constructor-soldator deestructuras

metallicas deacero/soldatorde estructuras

metalicasligeras

Costruttore dicarpenteria

metallica

Addetto allacostruzione

di strutture dicarpenteria/a

ddetto allasaldatura

Sudor

5. Aviationmechanic

Luftfahrzeug-technikerIn

leteckýmechanik

Mecanico demotores de

aviation

Tecnicoqualificato

per lamanutenzion

e di

aeromobili

Mecanicaeronave

6.Carbodymechanic

KarosseurIn karosár Chapista pintorde vehiculos

Operatoredelle

lavorazioni dicarrozzeria

Addettocarrozziere

Lacatusconstructiimetalice

7.Goldsmith

Gold- undSilberschmiedInund JuvelierIn

zlatník Joyero Tecnicolavorazione

orafa

Bijutier



85

Common Terms

COMMON

TERMS

AUSTRIA CZECHREPUBLIC

SPAIN ITALYEmilia

Romagna

ITALYToscana

ROMANIA

Beruf Povolání Profesion Qualifica Qualifica CalificareQUALIFICATION

Profession ProfeseKvalifikace

Profession Qualification Qualification Qualification

Berufsbild /Berufsprofil

Profil povolání Perfilprofessional

Descrizionesintetica

Descrizione DefinireBRIEF PROFILE

DESCRIPTION

Professisonal

profile / picture

Krátký profesníprofil

Profesisonalprofile

Briefdescritpion

Description Qualificationdefinition

1. Lehrjahr2. Lehrjahr3. Lehrjahr

(4. Lehrjahr)

Ucební rok Unidad decompetencia

Unita’ dicompetenza

Unitate decompetenta

UNIT OF

COMPETENCE

Described as amatter of time /

duration ofapprenticeship

1./2./3. /(4.) yearof

apprenticeship

Vyucení trvá Unit ofcompetence

Unit ofcompetence

Unit ofcompetence

Fertigkeiten undKenntnisse /Grundfertig-keiten und

- kenntnisse

Schopnosti aznalosti /Základníznalosti aschopnosti

Capacidad yconocimiento

Capacità(essere ingrado di) e

Conoscenze

Capacità econoscenze

CompetenteTECHNICALSKILLS AND

COMPETENCES(including“general skills”

such as thoseregardingquality, health,security, etc.)

Skills and

knowledge

Technickéschopnosti a

znalosti

Skills andknowledge

Skills (To beable to) andKnowledge

Skills andknowledge

Competence(to use

knowledge andskills to do

sthg)

SOCIAL SKILLS AND

COMPETENCES(referring toliving andworking with

other people,such ascommunicating,

team working,negotiating , etc.)

SozialeFähigkeiten und

Kompetenzen

Sociálníschopnosti a

dovednosti

Contenido deProfesionalidad

Capacità econoscenze

Competentecheie



86

Professional standards

Country Professional standardsItaly, EmiliaRomagna Region

- brief description of qualification- professional area- comparison of job profiles with professions- competence- skills for each competence- knowledge- indication for evaluation of competences- standards for training courses

Italy, ToscanaRegion

- brief description- knowledge- skills- admission requirements- criteria for selection for admission- employment opportunities- duration of courses- lecturers’ qualification- teaching equipment and aids

Romania - level (which gives indication regarding characteristics oftraining courses)

- brief description of qualification- unit of competences: keys, general and professional

competences- competences/elements of competences (for each unit of

competence)- achievement criteria (for each competence/element of

competence)

- range of variables (depending on materials, tools, etc.)Spain - level- duration of course- references to the productive system

o professional profile: general competences,professional skills, unit of competences

o evolution of professional skills: changes intechnology, economics and organization

o changes in professional activitieso changes in training

- position in the productive processo professional and working environmento technology environment

- teaching standardso general objectiveso teaching unit for Professional skills associated

with unit of competenceo teaching unit for Basic and transversal skills (key

skills)o work experienceo professional guidance

- teacher standards- requirements for classrooms and facilities- access to higher level of education/training



87

Czech Republic - brief description of qualification- knowledge- skills- indication for evaluation

Austria - brief description of qualification / professional picture- duration – years of apprenticeship “Lehrjahre”

- professional activities according year of apprenticeship- skills and knowledge according year of apprenticeship- indication of evaluation and examination regulations- requirements concerning the firm where apprentices are

trained



88

ANNEX: NATIONAL REPORTS IN ACCORDING

NATIONAL LANGUAGES

? AUSTRIA

? CZECH REPUBLIC

? ITALY

? SPAIN

? ROMANIA



89

AUSTRIA

Work Package 1 Report Austria

Analyse des Bildungssystems in Österreich

A Analyse des nationalen/regionalen Bildungssystems im technischen Bereich

A.1 Sekundarbereich und postsekundärer, nicht-tertiärer Bereich

A.1.1 Allgemeine Ziele

Hauptschule

Die Hauptschule dient dem Erwerb einer grundlegenden Allgemeinbildung sowie derVorbereitung auf das Berufsleben und auf den Übertritt in mittlere und höhere Schulen.

Polytechnische Schule

Die Polytechnische Schule hat im Besonderen die Aufgabe, Schüler/innen im 9. Jahr derallgemeinen Schulpflicht auf das weitere Leben - insbesondere auf das Berufsleben - dadurchvorzubereiten, als sie die Allgemeinbildung der Schüler/innen in angemessener Weise zuerweitern und zu vertiefen, durch Berufsorientierung auf die Berufsentscheidungvorzubereiten und eine Berufsgrundbildung zu vermitteln hat. Die Schüler/innen sind je nachInteresse, Neigung, Begabung und Fähigkeit für den Übertritt in Lehre und Berufsschulebestmöglich zu qualifizieren sowie für den Übertritt in weiterführende Schulen zu befähigen.

Berufsbildende Pflichtschule / Berufsschule

Die Berufsschule hat die Aufgabe, in einem berufsbegleitenden, fachlich einschlägigen

Unterricht den berufsschulpflichtigen Personen die grundlegenden theoretischen Kenntnissezu vermitteln, ihre betriebliche Ausbildung zu fördern und zu ergänzen sowie ihre

Allgemeinbildung zu erweitern.

Berufsbildende mittlere Schulen

Die berufsbildenden mittleren Schulen haben die Aufgabe, den Schülern/innen jenes fachlichegrundlegende Wissen und Können zu vermitteln, das unmittelbar (!) zur Ausübung einesBerufes auf gewerblichem, technischem, kunstgewerblichem, kaufmännischem,wirtschaftlichem oder sozialem Gebiet befähigt. Die berufsbildenden mittleren Schulen bietensomit eine Ausbildung für bestimmte Berufe sowie ein entsprechendes Maß an

Allgemeinbildung mit besonderem Augenmerk auf Persönlichkeitsbi ldung sowie den Erwerb

von Schlüsselqualifikationen. Wesentlicher praktischer Bestandteil der Ausbildung ist die Arbeit in Übungsfirmen, in schuleigenen Werkstätten, Labors und anderen Übungsräumen.

In den meisten Fachrichtungen müssen die Schüler/innen in den Sommerferien Pflichtpraktikain einschlägigen Betrieben ablegen.

Berufsbildende höhere Schulen

Die berufsbildenden höheren Schulen haben die Aufgabe, den Schülern/innen eine höhereallgemeine und fachliche Bildung zu vermitteln, die sie zur Ausübung eines gehobenenBerufes auf technischem, gewerblichem, , kaufmännischem, erzieherischem oderwirtschaftlichen Gebiet befähigt, und sie zugleich zur Hochschulreife zu führen.



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Die vermittelten beruflichen Qualifikationen entsprechen jenen, die in anderen EU-Mitgliedsstaaten an die Absolvierung einer postsekundären Ausbildung geknüpft sind.Wesentliche Ziele der Ausbildung sind Persönlichkeitsbildung, berufliche Mobilität undFlexibilität, Kreativität, soziales Engagement, Teamarbeit und Kommunikationsfähigkeit.Praxisgerechte Arbeitsmethoden werden u.a. in schuleigenen Übungsfirmen, Werkstätten,Labors sowie anderen Übungsräumen vermittelt. In den meisten Fachrichtungen müssen die

Schüler/innen in den Sommerferien Pflichtpraktika in einschlägigen Betrieben ablegen (Anzahlund Dauer ist in den Lehrplänen festgelegt).

A.1.2 Arten von Bildungseinrichtungen

Die Hauptschule

Die Hauptschule schließt an die 4. Volksschulstufe an und umfasst vier Schulstufen(Jahrgangsstufen 5 bis 8). Die Anzahl der parallel geführten Klassen und somit die Anzahl derLehrer/innen und Schüler/innen variiert u. a. aus regionalen und demographischen Gründen.

Hauptschulen zählen zu den allgemein bildenden Pflichtschulen und weisen einen anderen

Schulerhalter als die allgemein bildenden höheren Schulen auf.Hauptschulen befinden sich daher oft in unmittelbarer Nähe oder in einem Haus mit eineranderen allgemein bildenden Pflichtschule. Ihr Schulerhalter ist die Gemeinde oder derGemeindeverband.

Polytechnische Schule

Die Polytechnische Schule erfasst als einjährige Schule primär 14 bis 15-jährigeSchüler/innen der 9. Schulstufe, die unmittelbar nach der allgemeinen Schulpflicht über dasduale Berufsausbildungssystem (Duales System, Berufsschule) einen Beruf erlernen wollen.

Berufsbildende Pflichtschulen / Berufsschulen (10. bis max. 13. Schulstufe)

Für Lehrlinge im Sinne des Berufsausbildungsgesetzes sowie für Personen, die in einemLehrberuf in besonderen selbständigen Ausbildungseinrichtungen gemäß § 30 desBerufsausbildungsgesetzes ausgebildet werden, besteht Berufsschulpflicht. Der Schulbesucherfolgt ganzjährig, lehrgangsmäßig oder auch saisonmäßig neben der betrieblichen

Ausbildung. Diese Art der Berufsausbildung wird als "Duales System" bezeichnet.

Die im § 46 SchOG beschriebenen Aufgaben der Berufsschule sind, denberufsschulpflichtigen Personen in einem berufsbegleitenden, fachlich einschlägigenUnterricht die grundlegenden theoretischen Kenntnisse zu vermitteln, ihre betriebliche

Ausbildung zu fördern und zu ergänzen sowie ihre Allgemeinbildung zu erweitern.

Die Lehrausbildung kann in etwa 250 Lehrberufen erfolgen. Das zeitliche Verhältnis zwischen Ausbildung im Betrieb und Berufsschule beträgt etwa 4:1. Ungefähr 40% derPflichtschulabgänger/innen treten in ein Lehrverhältnis ein, davon sind ein Drittel weiblicheLehrlinge. Der Hauptanteil der Lehrlinge wird in der Sektion Gewerbe und Handwerk gefolgtvon der Sektion Handel, Industrie, Tourismus und Freizeitwirtschaft, Nichtkammer, Transportund Verkehr, bzw. Bank und Versicherung ausgebildet. Sie erhalten eine kollektivvertraglichgeregelte Lehrlingsentschädigung, die im ersten Lehrjahr ca. 25 - 40% des jeweiligen

Anfangsgehaltes eines Facharbeiters ausmacht und dann jährlich ansteigt.

Die betriebliche Ausbildung in einem Lehrberuf basiert auf dem Berufsausbildungsgesetzsowie der entsprechenden Ausbildungsordnung des Bundesministers für Wirtschaft und

Arbeit.



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Berufsbildende mittlere und höhere Schulen

Nach der 8. Schulstufe stehen den Jugendlichen neben den Ausbildungsformen der allgemeinbildenden Schulen ca. 300 berufsbildende Ausbildungsmöglichkeiten offen. DasBerufsbildungssystem teilt sich in zwei große Kategorien:

? Berufsbildende Pflichtschulen = Berufsschulen (Teilzeitschulen) sowie? Berufsbildende mittlere Schulen und berufsbildende höhere Schulen (Vollzeitschulen)

Berufsbildende mittlere Schulen (9. – 12. Schulstufe)

Die berufsbildenden mittleren Schulen dauern 1 bis 4 Jahre und führen bis zum Niveau desFacharbeiters bzw. mittleren Angestellten. Es dominieren die längeren Ausbildungsformen;außerdem ist ein Trend von den mittleren zu den höheren Schulen zu beobachten.

Berufsbildende höhere Schulen

Die berufsbildenden höheren Schulen dauern 5 Jahre und schließen mit Reife- undDiplomprüfung ab.

A.1.3 Spezialisierung im technischen Bereich

Berufsbildende Pflichtschule / Berufsschule

Die Einteilung der ungefähr 250 Lehrberufe erfolgt gemäß ihrer Lehrzeit.

Eine Lehrzeit von 2 bis 2,5 Jahre (vorwiegend handwerkliche Lehrberufe): z. B. Reiniger/invon Denkmälern, Fassaden und Gebäuden, Zuckerbäcker/in / Konditor/in, Kosmetiker/in,

Masseur/in, Textildesigner/in (2.5 Jahre).

Für etwa 70 % der Lehrberufe ist eine Ausbildungszeit von 3 Jahren erforderlich: z. B.Bürokauffrau/mann, Einzelhandelskauffrau/mann, Großhandelskauffrau/mann, Industriekauf-frau/mann, KraftfahrzeugelektrikerIn, FriseurIn und PerückenmacherIn (StylistIn),Koch/Köchin, RestaurantleiterIn, InstallateurIn, ZimmererIn, BautischlerIn, MaureIn,

AnstreicherIn- und MalerIn, SchneiderIn (für Damen oder Herren), Abfall- und AbwasserentsorgerIn.

Lehrberufe mit einer 3,5jährigen Lehrzeit (oftmals aus dem technischen Bereich): z. B.KraftfahrzeugmechanikerIn, KommunikatinostechnikerIn, MaschinenbaumonteurIn,FotografIn, OptikerIn, Chemischer LabortechnikerIn.

Eine 4jährige Ausbildung benötigen beispielsweise: Zahntechniker/in, Anlagenelektriker/in,Werkzeugtechniker/in, Elektrotechniker/in mit Spezialisierung auf Verfahrenstechnologie

Für folgende Zweige wurden Fachschulen eingerichtet: Bautechnik, Elektromechanik,Elektronik, Luftfahrzeugtechnik, Maschinenbau,



92

Höhere technische und gewerbliche Lehranstalten:? Bautechnik (mit verschiedenen Schwerpunkten? Innendesign und Holzarbeit? Chemie (mit verschiedenen Schwerpunkten)? Elektrotechnik (mit verschiedenen Schwerpunkten)? Elektronik (mit verschiedenen Schwerpunkten)

? Angewandte EDV und Organisation? Chemische Technologie? Maschinenbau (mit verschiedenen Schwerpunkten)? Mechatronik? Materialtechnik? Betriebstechnik? Grafik? Umwelttechnik

Der Bereich Maschinenbau umfasst folgende Zweige:

? Allgemeiner Maschinenbau? Bautechnik und Energieplanung

? Automobilbau/Kraftfahrzeugtechnik? Automatisierungstechnik

Die Ausbildungsspezialisierungen in den Fachschulen weisen eine baumähnliche Struktur auf,wobei die Fachrichtungen einem Baumstamm gleichen, der sich ab der 3. Stufe in Form derunterschiedlichen Spezialisierungen verzweigt. In den ersten beiden Jahren weisen alleFachbereiche denselben Lehrplan auf, ab dem 3. Ausbildungsjahr orientieren sich dieLehrpläne an der jeweiligen Spezialisierung.

A.2 Berufliche Weiterbildung für junge Schulabgänger und Erwachsene

Die Zielsetzungen der Erwachsenenbildung unterscheiden sich zwischen allgemeiner und

beruflicher Erwachsenenbildung, auch wenn sich diese vielfach überschneiden. Imwesentlichen geht es aber immer um die Qualifizierung der Bürger/innen für ihre Aufgaben imprivaten und gesellschaftlichen Bereich sowie im Erwerbsleben. Erwachsenenbildung undberufliche Weiterbildung sollen demnach im Sinne einer ständigen Weiterbildung die

Aneignung von Kenntnissen und Fertigkeiten sowie der Fähigkeit und Bereitschaft zuverantwortungsbewusstem Urteilen und Handeln und die Entfaltung der persönlichen Anlagenzum Ziel haben. Sie sollen zum Erwerb von zusätzlichen Kenntnissen, Fertigkeiten,Fähigkeiten und sozialen Kompetenzen führen, welche die Erwerbstätigkeit und politischeHandlungsfähigkeit fördern. Die berufliche Erwachsenenbildung umfasst kurze und lange

Ausbildungen, wobei auch komplette Berufsausbildungen für Erwachsene nicht selten sind.

Im Sinn des Lebensbegleitenden Lernens soll der Zugang zur Erwachsenenbildung für alleu.a. durch den weiteren Ausbau von Bildungsinformations- und Beratungssystemen und derVerbesserung der Motivation zur Teilnahme an Weiterbildung erleichtert werden. Dieserhohen Priorität des Lebensbegleitenden Lernens in Österreich entspricht auch die Anhebungdes Budgets für Allgemeine Erwachsenenbildung um 28% für das Jahr 2005.

Die Qualifizierungsmaßnahmen, die vom Arbeitsmarktservice finanziert werden, zielen in derRegel auf eine relativ rasche Re-Integration ins Erwerbsleben ab. Diese

Arbeitsmarktausbildungen haben die grundlegende Zielsetzung, durch die Vermittlung vonberuflichen oder berufsbezogenen Kenntnissen und Fertigkeiten sowie von persönlichen undsozialen Kompetenzen Ungleichgewichte zwischen Angebot und Nachfrage am Arbeitsmarktzu verringern. Dabei sollen arbeitsuchende Personen nicht allein auf eine konkrete

Arbeitsaufnahme vorbereitet werden, sondern insgesamt ihre Chancen auf



93

Arbeitsmarktintegration entsprechend ihren Fähigkeiten für längere Zeit erhöht werden. Der Ausgleich von geschlechtsspezifischen Benachteiligungen und die Unterstützung bei derBewältigung des Strukturwandels sind in dieser Zielkonzeption ebenfalls enthalten.

Arbeitsmarktausbildung setzt auf der individuellen Ebene an. Dabei richtet sie sichvorwiegend an Personen(gruppen), die arbeitslos oder von Arbeitslosigkeit bedroht sind.

Die allgemeinen Ziele der berufsbildenden Schulen für Berufstätige sind folgende:

Die mittleren Schulen für Berufstätige führen zu (relativ breiten) beruflichenErstausbildungsabschlüssen bzw. dienen der Erweiterung der Fachbildung von Personen mitabgeschlossener Berufsausbildung (z. B. Lehrlingsausbildung). Die Meisterschulen/-klassendienen insbesondere der Vorbereitung auf die Meisterprüfung. Das Ausbildungsziel derWerkmeisterschulen/-lehrgänge ist die Befähigung zu mittleren technischenFührungsfunktionen sowie unter anderem die Möglichkeit zur Erlangung der Befähigung, als

Ausbilder für Lehrlinge in Betrieben zu fungieren.

Die höheren Schulen für Berufstätige führen zur Reife- und Diplomprüfung und damit zurHochschulberechtigung sowie zu beruflichen Berechtigungen (Doppelqualifikation). Die

Ausbildung wird gemäß der Richtlinie des Rates 95/43 EG vom 20. Juli 1995 einerpostsekundären Ausbildung in anderen Mitgliedsstaaten gleichgehalten.

A.2.2 Einrichtungen der Erwachsenenbildung/Weiterbildung

Allgemeine und berufliche Erwachsenenbildung wird in Österreich in verschiedenenEinrichtungen angeboten: am stärksten sind dabei gemeinnützige Institutionen sowieSonderformen von öffentlichen Schulen (Schulen für Berufstätige) vertreten. Durch densteigenden formalen Bildungsstand der Bevölkerung wird aber auch den Universitäten undden Fachhochschulen eine zunehmend wichtige Rolle in der Erwachsenenbildung zukommen.In der betrieblichen Weiterbildung haben kommerzielle Anbieter, die eine Vielzahl und Vielfaltzumindest relativer kleiner Anbieter umfassen, einen führenden Anteil an der kursmäßigen

Erwachsenenbildung gewonnen.

Gemeinnützige Anbieter

Die gemeinnützigen Anbieter in Österreich haben traditionell den stärksten Stellenwert in derallgemeinen und außerbetrieblichen beruflichen Weiterbildung in Österreich. In ihrerEntwicklung und Struktur spiegeln sich Politik, Religion und Verbände des Landes. Diegroßen Anbieter, die nachfolgend genannt werden, haben sich in der Konferenz derErwachsenenbildung Österreichs (KEBÖ) zusammengeschlossen.

Schulen für Berufstätige

Alle schulischen Abschlüsse der Sekundarstufe I und II und der Lehrlingsausbildung könnenin Österreich in der Erwachsenenbildung nachgeholt oder absolviert werden. Am stärkstensind dabei die berufsbildenden höheren Schulen (BHS) für Berufstätige vertreten (fast 1.300

Abschlüsse pro Jahr). Die fachlichen Bereiche dieser Sonderformen sind identisch mit denTagesformen und umfassen technisch-gewerbliche, kaufmännische sowie andereBerufsfelder.

Die berufsbildenden mittleren Schulen (BMS) für Berufstätige weisen in technisch-gewerblichen Sparten (Werkmeisterschulen, Bauhandwerkerschulen, Meisterschulen)stärkere Teilnehmer- und Absolventenzahlen als im kaufmännischen Fachbereich auf. Dieallgemein bildenden höheren Schulen für Berufstätige kommen auf etwas unter 500



94

Abschlüsse pro Jahrgang. Außerdem werden auch Kollegs für Berufstätige angeboten

Zweiter Bildungsweg

Hauptschulabschluss:

Der positive Abschluss der 4. Klasse Hauptschule ist notwendig, um eine berufsbildendemittlere Schule (Fachschule, Handelsschule) oder eine allgemein bildende oderberufsbildende höhere Schule (AHS, HTL, HAK usw.) besuchen zu können. Auch dieChancen auf einen betrieblichen Ausbildungsplatz (Lehrvertrag) bzw. Arbeitsplatz sind ohnepositiven Hauptschulabschluss ungünstig. Auch für die Nostrifikation (Anerkennung) einesausländischen Schulabschlusses kann es notwendig sein, einzelne Prüfungen nachzuholen.Wesentlich ist, dass dieser Abschluss (positive 8. Schulstufe) nicht automatisch mit derErfüllung der Schulpflicht erreicht wird.Deshalb bieten mehrere Erwachsenenbildungseinrichtungen Lehrgänge an, die auf denHauptschulabschluss vor einer Externisten/innenkommission an einer Schule vorbereiten.Diese werden von Einrichtungen der Erwachsenenbildung gebührenpflichtig angeboten.

Berufsreifeprüfung:

Mit September 1997 trat das Gesetz über die Berufsreifeprüfung (BRP) in Kraft. Seitherbesteht die Möglichkeit, auf Basis des im Rahmen der Berufsausübung erworbenenpraxisbezogenen Wissens die Berufsreifeprüfung abzulegen. Dies gilt für Personen mitabgelegter Lehrabschlussprüfung, Absolventen/innen mindestens dreijähriger berufsbildendermittlerer Schulen sowie für Absolventen/innen von Krankenpflegeschulen oder mindestens 30Monate dauernder Schulen für den medizinisch-technischen Fachdienst und ab Inkrafttreteneiner Novelle mit 1. September 2000 auch für Absolventen/innen der land- undforstwirtschaftlichen Facharbeiterprüfung. Die BRP ist der Reifeprüfung an höheren Schuleninsofern gleichwertig, als sie zum Studium an österreichischen Universitäten undFachhochschulen sowie zum Besuch von Kollegs usw. berechtigt und zumindest imBundesdienst als Erfüllung der Erfordernisse für eine Einstufung in den gehobenen Dienst gilt.Mit der Berufsreifeprüfung wurde erstmals in Österreich auch im Berufsleben erworbenesPraxiswissen schulischem theoriebezogenem Wissen formell gleichgestellt.

Ausnahmsweise Zulassung zur Lehrabschlussprüfung:Personen, die eine Lehre nach dem Berufsausbildungsgesetz nicht mit einerLehrabschlussprüfung abgeschlossen haben oder Tätigkeiten verrichten, die dem Berufsbildeines Lehrberufes entsprechen, können unter gewissen Kriterien eine Lehrabschlussprüfungablegen und dadurch einen Berufsabschluss erwerben. Zur Vorbereitung auf diese Prüfungwerden für manche Lehrberufe gebührenpflichtige Vorbereitungslehrgänge angeboten, beidenen beispielsweise der Unterrichtsstoff der Berufsschule gelehrt wird.

Sowohl in der allgemeinen als auch der beruflichen Erwachsenenbildung sind am Marktzunehmend kleine Anbieter festzustellen. Dies trifft sowohl auf Anbieter zu, die vor allem fürUnternehmen Weiterbildung anbieten (laut Continuing Vocational Training Survey – 2 (CVTS-2) knapp 37 Prozent der betrieblich finanzierten externen Kursstunden; siehe Tabelle 7), als

auch auf allgemeine, individuell nachgefragte Erwachsenenbildung (siehe Tabelle 11).Schwerpunkte dieser kleinen Anbieter können die EDV oder Sprachschulungen sein, häufigwerden auch Persönlichkeitsbildung und kulturelle Themen angeboten.

B Eine Auswahl an Berufen aus dem technischen Bereich

Das oben beschriebene duale System hat eine unendlich lange Liste von Berufenhervorgebracht. Im vorliegenden Bericht stehen Lehrberufe und an berufsbildenden mittleren



95

und höheren Schulen gelehrte Berufe des technischen Sektors tituliert mit „Maschinen, KFZund Metall“ im Mittelpunkt.

Deutsche Bezeichnungen

Lehrberufe

BaumaschinentechnikerIn

BlechblasinstrumentenerzeugerIn

BüchsenmacherIn

ChirurgieinstrumentenerzeugerIn

DreherIn

FahrzeugtapeziererIn (FahrzeugsattlerIn)

FormerIn und GießerIn (Metall und Eisen)

GießereimechanikerIn

Gold- und SilberschmiedIn und JuwelierIn

Gold-, Silber- und MetallschlägerIn

HarmonikamacherIn

HolzblasinstrumentenerzeugerInHüttenwerkschlosserIn

KälteanlagentechnikerInKarosseriebautechnikerIn

KarosseurIn (bis 31.12.2007)KlavierbauerIn

KonstrukteurIn

KraftfahrzeugelektrikerInKraftfahrzeugtechnikerInKupferschmiedIn

LackiererInLandmaschinentechnikerIn

LuftfahrzeugtechnikerInMaschinenbautechnikerIn

MaschinenfertigungstechnikerIn

MaschinenmechanikerInMesserschmiedIn

MetallbearbeiterIn

MetalldesignerInMetalltechnikerIn - BlechtechnikMetalltechnikerIn - Fahrzeugbautechnik

MetalltechnikerIn - MetallbautechnikMetalltechnikerIn - Metallbearbeitungstechnik

Metalltechnikerin - SchmiedetechnikMetalltechnikerIn - Stahlbautechnik

OberflächentechnikerInOrgelbauerIn

PräzisionswerkzeugschleiftechnikerIn



96

ProduktionstechnikerInRohrleitungsmonteurIn

SchiffbauerInSchilderherstellerIn

SonnenschutztechnikerIn

Streich- und SaiteninstrumentenbauerInUhrmacherInUniversalschweißerIn

VergolderIn und StaffiererInWaagenherstellerIn

WaffenmechanikerInWärmebehandlungstechnikerIn

WerkstoffprüferInWerkzeugbautechnikerIn

WerkzeugmaschineurIn

WerkzeugmechanikerIn

ZerspanungstechnikerInZinngießerIn

Berufsbildende mittlere und höhere Schulen

AnlagenbautechnikerIn,MaschinenbautechnikerIn im Bereich

Anlagenbau

AnwendungstechnikerIn, TechnischeR AngestellteR im Bereich Anwendungstechnik ArbeitsvorbereiterIn/Produktionstechnik,

ProduktionstechnikerIn im Bereich Arbeitsvorbereitung AutomatisierungstechnikerIn

BaumaschinentechnikerIn, BautechnikerIn imBereich BaumaschinentechnikBerechnungstechnikerIn/Fahrzeugtechnik,FahrzeugbautechnikerIn im BereichBerechnungstechnik

BetriebstechnikerIn, ProduktionstechnikerIn,MaschinenbautechnikerIn im Bereich Betriebs-und ProduktionstechnikBetriebstechnikerIn, WirtschaftstechnikerIn,

TechnischeR AngestellteR im Bereich Betriebs-und Wirtschaftstechnik

BüromaschinentechnikerIn, FeinwerktechnikerInim Bereich BüroautomatisierungstechnikCAM-TechnikerIn, ProduktionstechnikerIn imBereich CAMDesignerIn, ObjektdesignerIn/Metalldesign:Kunstschmied und Metallplastik (KunstschmiedInund MetallplastikerIn)



97

F&E-TechnikerIn/Fahrzeugtechnik,FahrzeugbautechnikerIn im Bereich Forschung,Entwicklung, KonstruktionFahrzeugbautechnikerIn

FeinwerktechnikerIn

FertigungstechnikerIn, MaschinenbautechnikerInim Bereich Fertigungstechnik

FertigungstechnikerIn, ProduktionstechnikerIn imBereich Fertigungstechnik

FlugbautechnikerIn, Maschineningenieurwesenim Bereich Flugtechnik

FlugzeugbautechnikerIn,FahrzeugbautechnikerIn im Bereich FlugzeugbauHaustechnikerIn (TechnikerIn fürHausinstandhaltung)

InnovationstechnikerIn, TechnischeR AngestellteR im Bereich Innovationstechnik

KlimatechnikerInKonstrukteurIn/Fachrzeugbau,FahrzeugbautechnikerIn im BereichKonstruktionstechnikKonstruktionstechnikerIn,FertigungskonstrukteurInKraftfahrzeugbautechnikerIn,FahrzeugbautechnikerIn im BereichKraftfahrzeugbauKühltechnikerIn, KältetechnikerInKunsthandwerkerInMaschinenbautechnikerIn,

MaschinenbauingenieurIn,MaschinenbautechnikerIn im Bereich AllgemeinerMaschinenbau

MetallbaukonstrukteurIn,KonstruktionstechnikerIn im Bereich MetallbauMetalldesignerIn, KunsthandwerkerIn im BereichMetallbearbeitung (MetallplastikerIn,KunstschmiedIn)

MetalldesignerIn, ObjektdesignerIn/Metalldesign:Gold- und Silber; Gold- und SilberschmiedInMetalldesignerIn-Gravurtechnik,ObjektdesignerIn/Metalldesign: Gravur

(GraveurIn)MetallverfahrenstechnikerIn,VerfahrenstechnikerIn im Bereich Met allurgie

MikromechanikerIn, FeinwerktechnikerIn imBereich MikromechanikMikromechanikerIn, MikrotechnikerIn im BereichMikromechanik

MikromedizintechnikerIn, MikrotechnikerIn imBereich Medizintechnik

MikrotechnikerIn im Bereich Molekular -Technik,Nano-Technik, Quanten-Technik



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MikrotechnikerIn/Medizintechnik,FeinwerktechnikerIn im Bereich MedizintechnikMolekular-TechnikerIn, NanotechnikerIn,Quanten-TechnikerInOptotechnikerIn, FeinwerktechnikerIn im BereichOptotechnik

PPS-TechnikerIn, ProduktionstechnikerIn imBereich PPSProduktionstechnikerInQualitätstechnikerIn/Fahrzeugbau,FahrzeugbautechnikerIn im BereichQualitätskontrolleSchiffbautechnikerIn, FahrzeugbautechnikerIn imBereich SchiffbauSchmuckdesignerIn, SchmuckherstellerIn,KunsthandwerkerIn im Bereich Schmuckdesignund -herstellungServicetechnikerIn im Bereich Maschinen- und

Anlagenbau, MaschinenbautechnikerIn imBereich Servicetechnik

ServicetechnikerIn, TechnischeR AngestellteR imBereich ServicetechnikSportgerätebautechnikerIn,MaschinenbautechnikerIn im BereichSporttechnik und SporttechnologieUmwelttechnikerIn/Maschinen- und Anlagenbau,MaschinenbautechnikerIn im BereichUmwelttechnikVerkaufstechnikerIn im Bereich Maschinenbau,MaschinenbautechnikerIn im Bereich

VerkaufstechnikVerkehrstechnikerIn, FahrzeugbautechnikerIn imBereich Verkehrstechnik

WaffenbautechnikerIn, MaschinenbautechnikerInim Bereich Waffentechnik

WerkstofftechnikerIn, WerkstoffingenieurIn imBereich Kunststoff- und Umwelttechnik

WirtschaftsingenieurInWirtschaftsingenieurIn/Maschinenbau undFertigungstechnikWirtschaftsingenieurIn/Maschinenbau,WirtschaftstechnikerIn/Maschinenbau,

MaschinenbautechnikerIn im BereichWirtschaftsingenieurwesen



99

C Analyse von Inhalten der Berufsbeschreibungen

Für jeden unter B genannten Beruf existiert ein Profil, welches Hinweise zu den jeweiligen Ausbildungsvorschriften und zu der jeweiligen Prüfungsordnung enthält.

Der Arbeitsmarktservice hat eine Datenbank von Berufsgruppen erstellt, welche eine

ausführliche Beschreibung der Arbeitshandlungen wiedergibt.

Folgender Ausschnitt soll als Beispiel dienen:

MaschinenmechanikerInnen fertigen unter Einsatz von elektronischen, pneumatischen undhydraulischen Steuerungen Bauteile für Maschinen und Produktionsanlagen. Sie bauen dieTeile zusammen, montieren die Maschinen und Anlagen am Verwendungsort (Werkshallen,Maschinenhallen) und wirken bei der Inbetriebnahme mit (Durchführung von Probeläufen zurFunktionskontrolle und zur exakten Einstellung). Außerdem führen sie die regelmäßigeWartung und die Instandhaltung der Maschinen und Anlagen sowie Reparaturarbeiten durch.Während des Produktionsablaufs betreuen, bzw. überwachen sie die Maschinen und

Anlagen.

Bei der Herstellung der Maschinenbauteile arbeiten die MaschinenmechanikerInnen nachWerkzeichnungen (Konstruktions-, Fertigungs-, Montage-, Stromlauf-, Schaltpläne und -skizzen), die sie meist vom Konstruktionsbüro erhalten, teilweise aber auch selbst erstellenoder bearbeiten, bzw. ergänzen (das Zeichnen erfolgt bereits fast immer computerunterstütztauf CAD/CAM-Systemen; computer aided design = computergestütztes Design). DieMaschinenmechanikerInnen fertigen die Maschinenbauteile anhand der in denWerkzeichnungen angegebenen Daten mit Hilfe verschiedener Techniken spanabhebenderund spanloser Metallbearbeitung an (Bohren, Drehen, Fräsen, Schleifen, Sägen,Gewindeschneiden usw.). Meist verwenden sie dafür computergesteuerteWerkzeugmaschinen (CNC-Maschinen; computer numeric design). Dabei geben dieMaschinenmechanikerInnen die Daten bzw. Bearbeitungsprogramme ein, spannen dieWerkstoffe ein, überwachen den Maschinenlauf und betreuen die Versorgung der Maschinemit Betriebsstoffen (Nachfüllen von Schmier- und Kühlmitteln). Sie kontrollieren die

Werkstücke mit mechanischen, optischen und elektronischen Messgeräten und führenerforderlichenfalls die Nachbearbeitung durch. Schließlich behandeln sie die Oberfläche derWerkstücke mit Oberflächenschutzmitteln (z.B. Korrosionsschutz).

Beim Zusammenbau der Maschinenteile bzw. der Maschinen und Anlagen verbinden dieMaschinenmechanikerInnen die Teile mit verschiedenen Verbindungselementen (Schrauben,Keile, Stifte, Passfedern usw.) oder Verbindungstechniken (Nieten, Löten, Schweißen, Klebenusw.). Die wichtigste Aufgabe ist dabei das exakte Einpassen der mechanischen,elektrischen, elektronischen, (elektro-)pneumatischen und (elektro-)hydraulischen Bauteile.Ein Schwerpunkt der Ausbildung sind daher auch die modernen Steuerungs- undRegelungstechniken (Pneumatik und Elektropneumatik, Hydraulik und Elektrohydraulik,speicherprogrammierbare Steuerungen, Digitaltechnik).

Der endgültige Zusammenbau der Maschinen und Anlagen erfolgt meist erst amVerwendungsort im Zuge der Montage. Am Betriebsort werden schließlich alle für den Betriebder Maschinen/Anlagen erforderlichen Zu- und Ableitungen angeschlossen (Strom/Treibstoff,Wasser usw.). Nach der Fertigstellung aller Montagearbeiten nehmen dieMaschinenmechanikerInnen die Maschine bzw. Anlage in Betrieb und überprüfen alleFunktionen und Einstellungen. Falls erforderlich, nehmen sie die entsprechenden Korrekturenvor.

Eine wichtige Aufgabe der MaschinenmechanikerInnen ist die Überwachung und regelmäßigeKontrolle des Maschinenparks bzw. der Anlagen eines Betriebes. Dabei führen sie vor allemInstandhaltungs- und Wartungsarbeiten durch, z.B. den Austausch einzelner Maschinenteile,die eine kurze Lebensdauer aufweisen oder verbraucht werden (Antriebe, Lager, Dichtungen



100

usw.), die Reinigung und Schmierung bestimmter Maschinenteile sowie den Austausch oderdie Ergänzung von Betriebsstoffen (Schmier- und Kühlmittel, Hydraulikflüssigkeit usw.).

Bei Betriebsstörungen überprüfen die MaschinenmechanikerInnen die Maschinen mit Mess-und Prüfgeräten, um die Ursache der Störungen festzustellen und zu lokalisieren. Siezerlegen die Maschinen und reparieren die schadhaften Teile oder tauschen sie gegen neue

Ersatzteile aus. Dann bauen sie die Maschine wieder zusammen und nehmen sie für dieerforderlichen Funktionskontrollen in Betrieb.

In der Berufspraxis spezialisieren sich MaschinenmechanikerInnen häufig entweder auf dieProdukte bzw. Produktgruppen bestimmter Branchen (z.B. Maschinenbau, Werkzeug- undVorrichtungsbau, Herstellung von Metall- und Kunststoffwaren wie etwa Motorenbestandteile)oder auf bestimmte Tätigkeitsbereiche, z.B. Zerspanungstechniken (CNC-Drehen oder CNC-Fräsen), CAD/CAM-Technik (computergestützte Konstruktion und Fertigung),Fertigungsplanung (Entwicklung von Fertigungsprogrammen), Arbeitsvorbereitung,Steuerungs- und Regelungstechnik, Sondermaschinenbau, Serienfertigung oderQualitätssicherung.

Ausbildungsvorschriften von Lehrberufen

Die folgenden Ausbildungsvorschriften von Lehrberufen dokumentieren die Entwicklunginnerhalb des Lehrausbildungssystems in Österreich. Während sich länger zurückliegendeBeschreibungen auf Lehrbereiche, Arbeitstätigkeiten, Fähigkeiten und Kenntnisse beziehen(z.B. Werkzeugmacher/in), weisen neuere Definitionen zusätzlich Schlüsselqualifikationen wiesoziale Fähigkeiten und die Fähigkeit zu lebenslangem Lernen (z.B. Karosseur/in),.

WERKZEUGMACHER/IN Auszug aus dem Bundesgesetzblatt der Republik Österreich Ausbildungsvorschriften für den Lehrberuf WerkzeugmacherVerordnung BGBl. Nr. 73/1972 und BGBl. I Nr. 15/1980

Berufsbild

1. Lehrjahr 2. Lehrjahr 3. Lehrjahr 4. Lehrjahr1

Handhaben, Instandhalten und Instandsetzen der zu verwendenden Einrichtungen,Werkzeuge, Maschinen und Arbeitsbehelfe

2Kenntnis der Werk- und Hilfsstoffe, ihrer Eigenschaften, Verwendungs- undBearbeitungsmöglichkeiten

3 Messen Messen Messen Messen4 Anreißen Anreißen Anreißen Anreißen5 Stempeln - - -

6 Feilen Feilen Feilen7 Scharfschleifen Scharfschleifen Scharfschleifen Scharfschleifen8 Schaben9 Polieren10 Meißeln11 Sägen Sägen12 Bohren und

SenkenBohren undSenken

Bohren -

13 Passen Passen14 Reiben15 Nieten



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16 Richten undBiegen

Richten undBiegen

17 Gewindeschneidenvon Hand

Gewindeschneidenvon Hand

-

18 Weichlöten Weich- undHartlöten

Hartlöten -

19 - Kleben - -20 - Einfaches Längs-

und PlandrehenDrehen

21 - Einfaches Fräsen Fräsen mit Teilapparat22 - Hobeln - -23 - Federn wickeln - -24 Einfaches

WarmbehandelnHärten Härten -

25 - Nachbearbeitung nach der Härtung26 Herstellen von einschlägigen Werkstücken unter

Berücksichtigung der vorgeschriebenen Passungsnormen27 Zerlegen und

ZusammenbauenZerlegen, Zusammenbauen,Instandsetzen, Einstellen und Justieren

28 EinfachesElektroschweißen

Elektroschweißen

29 Skizzieren Skizzieren Skizzieren30 Lesen von Fertigungszeichnungen31 Kenntnis des Koordinatenbohrens32 Grundkenntnisse der bei der Anwendung der Fertigkeiten

erforderlichen Normen33 Grundkenntnisse der Pneumatik, der

Hydraulik und der Elektrotechnik, dieder Werkzeugmacher benötigt

34 Grundkenntnisse der sich aus dem Lehrvertrag ergebenden Verpflichtungen (§§ 9und 10 Berufsausbildungsgesetz)

35 Kenntnisse der einschlägigen Sicherheitsvorschriften sowie der sonstigen in Be-tracht kommenden Vorschriften zum Schutze des Lebens und der Gesundheit36 Grundkenntnisse der aushangpflichtigen arbeitsrechtlichen Bestimmungen

Ausbildungsvorschriften für den Lehrberuf Karosseriebautechnik

KAROSSEUR/IN / KAROSSERIEBAUTECHNIKER/IN

Auszug aus dem Bundesgesetzblatt der Republik Österreich

Ausbildungsvorschriften für den Lehrberuf Karosseriebautechnik335. Verordnung gemäß BGBl. Nr. 73/1972 und BGBl. I Nr. 15/1980

§1 Lehrberuf Karosseriebautechnik

In der Metalltechnik ist der Lehrberuf Karosseriebautechnik mit einer Lehrzeit von3,5 Jahren eingerichtet.

In den Lehrverträgen, Lehrzeugnissen, Lehrabschlussprüfungszeugnissen und Lehrbriefen istder Lehrberuf in der dem Geschlecht des Lehrlings entsprechenden Form(Karosseriebautechniker oder Karosseriebautechnikerin) zu bezeichnen.Lehrling befähigt werden, die nachfolgenden Tätigkeiten fachgerecht, selbständig und



102

eigenverantwortlich ausführen zu können:

1. Technische Unterlagen und Werkzeichnungen lesen und anwenden,2. Arbeitsschritte, Arbeitsmittel und Arbeitsmethoden festlegen,3. Arbeitsabläufe planen und steuern, Arbeitsergebnisse beurteilen, Qualitätskontrollen4. durchführen,

5. Erforderliche und geeignete Werkstoffe und Hilfsstoffe fachgerecht auswählen,beschaffen und überprüfen,6. Werkstoffe (Metall, Kunststoff, Holz und Glas) unter Berücksichtigung der

einschlägigen7. Sicherheitsvorschriften, Normen und Sicherheits- und Umweltstandards bearbeiten,8. Aufbauten und Anhänger für Kraftfahrzeuge anfertigen und umbauen,9. Karosserien und Fahrgestelle warten, reparieren und instandsetzen,10. Fahrzeugteile, Ausrüstung und Zubehör montieren und demontieren,11. Funktionsprüfung und Qualitätskontrolle fachgerecht durchführen,12. Grundmaterial und Lackmaterial zur Konservierung und zur Verschönerung der

Oberflächen aufbringen,13. Technische Daten über den Arbeitsablauf und die Arbeitsergebnisse erfassen und

dokumentieren,

14. Kundenorientiertes Verhalten und Kundenberatung.

Für die Ausbildung wird folgendes Berufsbild festgelegt. Die angeführten Fertigkeiten undKenntnisse sind spätestens in dem jeweils angeführten Lehrjahr beginnend derart zuvermitteln, daß der Lehrling zur Ausübung qualifizierter Tätigkeiten im Sinne des Berufsprofilsbefähigt wird, die insbesondere selbständiges Planen, Durchführen, Kontrollieren undOptimieren einschließt.

§ 3 Berufsbild

Im Rahmen der Ausbildung müssen die entsprechenden Kenntnisse und Qualifikationenspätestens in dem unten erwähnten Lehrjahr vermittelt werden.

Pos. 1. Lehrjahr 2. Lehrjahr 3. Lehrjahr 4. Lehrjahr

1Handhaben und Instandhalten der zu verwendenden Einrichtungen, Werkzeuge,Maschinen, Anlagen, Vorrichtungen, Einrichtungen und Arbeitsbehelfe.

2 Kenntnis der Werkstoffe und Hilfsstoffe, ihrer Eigenschaften, Verwendungsmöglichkeitenund Bearbeitungsmöglichkeiten .

3GrundlegendeFertigkeiten in derWerkstoffbearbeitung: Messen,

Anreißen,Schneiden, Sägen,

Schleifen, Bohren,Senken,Gewindeschneiden,

Nieten

Fertigkeiten in derWerkstoffbearbeitung: Messen,

Anreißen,Schneiden, Sägen,

Schleifen

Fertigkeiten in derWerkstoffbearbeitung: Messen,

Anreißen,Schneiden,

Schleifen

Fertigkeiten in derWerkstoffbearbeitung:Messen, Anreißen

4 - - Autogenes Brennschneiden

5 Kaltbearbeitungsverfahren: Richten, Stauchen, Schweifen, Treiben,Schlichten, Bördeln, Abkanten, Absetzen, Spannen, Sicken, Runden,

Aufziehen, Einziehen



103

6Herstellen von lösbaren und unlösbaren Verbindungen:

Schraubverbindungen, Kleben, Löten, Gasschmelzschweißen ohneZwangslage, Widerstandsschweißen, Schutzgasschweißen

7 Verwenden von Messgeräten und Prüfgeräten

8 - - Anschlagen und Einpassen

9 - Reparatur von Kunststoffteilen

10 Ausbau und Einbau von Fahrzeugteilen und Kraftfahrzeugteilen, Ausrüstung und Zubehör

11 - Ausbau und Einbau von Fahrzeugverglasung undKraftfahrzeugverglasung

12 - Feststellen von Schäden an derKarosserie

-

13 Lesen voneinfachen

Werkzeichnungen

Lesen von Werkzeichnungen

14 Anfertigen von Skizzen

15 - Kenntnis über einfache Störungen an der elektrischen Anlage undderen Beseitigung

16 - Erkennen und Beheben von einfache Störungen an der elektrischen Anlage

17 Kenntnis der Fahrzeugkonstruktion -

18 Abdecken - -

19 Prüfen und Behandeln von Untergründen -

20 Aufbringen und Schleifen von Füll-, Grund- und Deckmaterial

21 Zubereiten und Mischen gebrauchsfertiger Materialien

22 - - Nuancieren von Farben nach Mustern undVorgaben

23 Polieren und Ausfertigen -

24 - Kenntnis der natürlichen und künstlichenTrocknung

-

25 - Anfertigen vonLackierungen nach

Schablone und Pausen;Zeichnen und Malen

einfacherSchmuckformen,

Beschriftungen, LinierenPrüfen und Behandeln

von Untergründen

Anfertigen von Lackierungen nachSchablone und Pausen; Zeichnen und

Malen einfacher Schmuckformen,Beschriftungen, Linieren Prüfen und

Behandeln von Untergründen, auch inLuftpinseltechnik

26 Grundkenntnissekraftfahrzeugtechnis

cher Vorschriften

27 Grundkenntnisse des Qualitätsmanagements Kenntnis des betrieblichenQualitätsmanagements, Durchführen von

Qualitätskontrollen

28 Kundenorientiertes Verhalten und Kundenberatung



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29 Kenntnis und Anwendung englischer Fachausdrücke

30 Kenntnis der sonstigen einschlägigen Sicherheitsvorschriften sowie der sonstigen inBetracht kommenden Vorschriften zum Schutz des Lebens und der Gesundheit

31 Die für den Beruf relevanten Maßnahmen und Vorschriften zum Schutz der Umwelt:Grundkenntnisse der betrieblichen Maßnahmen zum sinnvollen Energieeinsatz im

berufsrelevanten Arbeitsbereich; Grundkenntnisse der im berufsrelevanten Arbeitsbereichanfallenden Reststoffe und über deren Trennung, Verwertung sowie über die Entsorgung

des Abfalls.

32 Kenntnis der sich aus dem Lehrvertrag ergebenden Verpflichtungen (§§ 9 und 10 desBerufsausbildungsgesetzes)

33 Grundkenntnisse der aushangpflichtigen arbeitsrechtlichen Vorschriften

Bei der Ausbildung in den fachlichen Kenntnissen und Fertigkeiten ist - unter besondererBeachtung der betrieblichen Erfordernisse und Vorgaben - auf die Persönlichkeitsbildung desLehrlings zu achten, um ihm die für eine Fachkraft erforderlichen Schlüsselqualifikationenbezüglich Sozialkompetenz (wie Offenheit, Teamfähigkeit, Konfliktfähigkeit), Selbstkompetenz

(wie Präsentationsfähigkeit, Rhetorik in deutscher Sprache, Verständigungsfähigkeit in denGrundzügen der englischen Sprache) und Kompetenz für das selbstgesteuerte Lernen (wieBereitschaft, Kenntnis über Methoden, Fähigkeit zur Auswahl geeigneter Medien undMaterialien) zu vermitteln.

D Die Validierung nicht-formalen und informalen Lernens

Die methodischen Ansätze zur Validierung nicht-formalen und informalen Lernens inÖsterreich befinden sich noch in einem frühen Entwicklungsstadium. Nur in geringem Ausmaßfinden Methoden Anwendung, die in diesem Bereich entwickelt wurden. Im zuständige

Ressort der Bundesregierung, dem Bundesministerium für Bildung, Wissenschaft und Kultur(BMBWK), werden derzeit trotz des vorhandenen Bewusstseins über die Relevanz dieserProblematik, welche in Debatten über das lebenslange Lernen auf EU-Ebene zum Ausdruckkommt, die Arbeiten nicht voran getrieben.

Für das geringe Vorhandensein von Methoden zur Validierung gibt es mehrere Gründe. Soliegt die berufsbegleitende Fortbildung nicht im Zuständigkeitsbereich des BMBWK. Dieserklärt auch das Fehlen von Maßnahmen zur Förderung der Validierung nicht-formalen undinformalen Lernens. Durch das duale System in der Berufsaus- und –weiterbildung, das dieKombination aus betriebsinterner Bildung und Schulbildung vorsieht, werden alternativeMethoden der Anerkennung als überflüssig betrachtet, zumal das Angebot für die meistenJugendlichen zugänglich ist und allgemein als Basis für eine solide Berufsausbildung gilt.

Dies steht darüber hinaus im Zusammenhang mit einem Arbeitsmarkt, der sich auf vonVorschriften geprägte Berufe stützt. Die Berufsbeschreibungen basieren auf Profilen, dieInformationen über die Aneignung erforderlicher Kompetenzen enthalten, üblicherweise auchRechte und Pflichten sowie Auskünfte über die Entlohnung. Während sich die Gehälter undLöhne in der Privatwirtschaft zunehmend an Aufgabenbeschreibungen orientieren, basierendie Lohnsysteme vor allem im öffentlichen Bereich noch immer auf formalen Qualifikationen.Sowohl die in der Gewerbeordnung als auch jene im Berufsausbildungsgesetz (VocationalTraining Act) angeführten Berufe bilden die Basis für die Bereiche der Lehrlingsausbildung(derzeit mehr als 250 Berufe) und den Rahmen für eine rein schulische Berufsausbildung,wodurch eine Anerkennung der erforderlichen Qualifikationen gewährleistet werden kann.



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Somit sind sowohl die Sozialpartner als auch der Handel intensiv an der Festlegung von Ausbildungsstandards in diesem dualen System beteiligt. Sie weigern sich jedoch ihreKompetenzen einschränkende Methoden zur Validierung nicht-formale und informalenLernens anzuerkennen, um einer möglichen Auflösung des dualen Systemsentgegenzuwirken. Schließlich legt man in Österreich großen Wert auf Abschlusszertifikateund Diplome, welche von anerkannten Anbietern ausgestellt werden und als Beleg für

berufliche Qualifizierung und Kompetenz dienen. Dies bedeutet, dass andere Zertifikate,welche durch nicht-formales oder informales Lernen angeeignete Fähigkeiten belegen,tendenziell mit Skepsis betrachtet werden. Es bleibt jedoch eine Streitfrage, ob nicht-formalesund informales Lernen im österreichischen Lehrlingsausbildungssystem tatsächlichberücksichtigt wird, wo doch das Lernen am Arbeitsplatz als integraler Bestandteil derformalen Ausbildung gilt.

Diese Skepsis greift nicht nur dank der aus einer Validierung resultierenden Einschränkung inder Berufsausbildung um sich, es ist auch zu befürchten, dass sich der Einfluss vonInteressensvertretern auf die Ausbildungsstandards drastisch reduzieren wird. Dies führteauch dazu, das die drei Hauptinitiativen zur Validierung nicht-formalen und informalenLernens aus von der EU finanzierten Projekten hervorgingen und die Beteiligung derInteressensvertreter auf ein geringes Ausmaß sank.

Im Wesentlichen können wir von zwei unterschiedlichen Validierungsansätzen sprechen.Einerseits wird lauf einer Anzahl von Bundesgesetzen Wissen anerkannt, das sich Personenaußerhalb formaler Lehrstrukturen als Qualifizierung für die Aufnahme in das formaleBildungssystem angeeignet haben. Andererseits entwickeln Arbeits- undBildungsorganisationen im Rahmen von EU-finanzierten Projekten Methoden zur Validierung.Interessant in diesem Zusammenhang erscheint die Tatsache, dass zwei dieser Methodenmaßgeschneiderte Ansätze offerieren, welche entweder durch eine besondere Tätigkeit (wiebeispielsweise einer ehrenamtlichen Beschäftigung) erworbenen Fähigkeiten anerkennenoder bestimmte Fähigkeiten (wie Kommunikationsfähigkeit oder soziale Kompetenz) definiertwerden.



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CZECH REPUBLIC

Ana lýza kv alif ik acn ích sy stému v Ces kéRepub lic e

A Analýza národních/regionálních kvalifikacních systému v oblasti strojírenství

A.1 Všeobecné vyšší sekundární vzdelávání

A.1.1 Cíle

Obecné cíle pro jednotlivé typy stredního vzdelávání popisují následující subkapitoly.

.Strední školy poskytují žákum ctyrleté všeobecné vzdelání stejne jako odborná vzdelání sruzným zamerením, dle typu studia. Svou vzdelávací cinností rozvíjejí osobnost žáku apodnecují rust jejich intelektuálních a morálních kvalit. Zajištují rovnež estetickou, zdravotní,telesnou a ekologickou výchovu žáku. Absolventi stredních škol jsou pripraveni pracovat vnejruznejších sektorech národního hospodárství: prumysl, zemedelství, správa, kultura,

zdravotnictví a sociální služby. Rovnež pripravují studenty na další studium. Studium nastrední škole je zakonceno maturitní zkouškou. Maturitní vysvedcení je osvedcení o ukonceníúplného stredního odborného vzdelání. Jedná se o odbornou kvalifikaci v dané oblasti a jezároven jedním z predpokladu pro prijetí na vyšší vzdelávací instituci.

Strední odborné školy svým žákum poskytují soubežne všeobecné vzdelání a širocekoncipované odborné vzdelání odpovídající studijnímu oboru. Svou vzdelávací cinnostírozvíjejí osobnost žáku a podnecují rust jejich intelektuálních a morálních kvalit. Zajištujírovnež estetickou, zdravotní, telesnou a ekologickou výchovu žáku, umožnují též výchovunáboženskou.

Strední odborná ucilište svým žákum soubežne poskytují všeobecné a odborné vzdeláníodpovídající oboru prípravy. Výrazný podíl je pritom venován odbornému výcviku, ve kterém

si žáci osvojují praktické dovednosti potrebné k výkonu povolání. Svou vzdelávací cinnostírozvíjejí osobnost žáku a podnecují rust jejich intelektuálních a morálních kvalit. Zajištujírovnež estetickou, zdravotní, telesnou a ekologickou výchovu žáku. Studenti získají kvalifikacik vykonávání cinností v ruzných oblastech a jsou taktéž pripraveni na další vzdelání (vyjmadvouletých nástavbových kurzu). Ukoncením úplného stredního odborného vzdelání jsou žácitaké pripravení ke studiu na vyšších vzdelávacích institucích.

A.1.2 Typy institucíVyšší sekundární vzdelávání uskutecnují dva druhy škol: predevším jsou to strední školy;malá cást žáku se vzdelává v konzervatorích.

Mimo již zmínené školy, zde existují také ucilište, která však nepatrí do kategorie "stredníškoly". Tato ucilište poskytují vzdelávání z ruzných oboru predevším pro žáky, kterí ukoncilipovinné školní vzdelání v rámci 9 let základní školy, z nichž také mnozí nedokoncili devátýškolní rok základní školy. Výuka v techto centrech je ukoncena absolvováním záverecnézkoušky.

Na základe specializace v ruzných oborech se strední odborné školy rozdelují na prumyslovéškoly (napr. zamerení strojírejnské, stavební, chemické a elektrotechnické ), obchodníakademie, strední zemedelské školy, strední lesnické školy, strední zdravotnické školy,strední pedagogické školy atd.



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Presné rozdelení však patrí spíše do minulosti, nebot nyní nabízí málokterá škola vzdelánípouze v jednom oboru. Stále vice nabízí instituce prehršel nejruznejších vzdelávacíchprogramu. Školy pak mohou poskytovat vzdelávání na ruzných úrovních a k tomu ješte v

jednom ci vice oborech. Záleží pak na kapacitách, zamestnancích a vybavení dané školy.

Konzervator je speciálním typem strední odborné školy, na níž lze získat úplné strední

odborné vzdelání a/nebo vyšší odborné vzdelání v oboru umení: bud obory tanec (osmiletéstudium) nebo zpev, hudba a hudebne dramatické umení (šestileté studium). Behem nižšíchrocníku osmiletého studia na konzervatori musí žáci soucasne uzavrít povinnou školnídocházku.

Strední odborná ucilište se již nerozlišují na další typy. Prestože nekteré z techto škol nabízíteoretickou výuku a k tomu ješte praxi a širokou paletu dalších aktivit a jiné školy se soustredípouze na teoretickou výuku, není další rozdelení škol možné. Pro praktickou výuku (praxi) jezapotrebí urcitých zarízení, nekteré školy takováto zarízení nemají a tudíž to žákum nenabízí.V takovém prípade se mohou žáci obrátit na strediska praktického vyucování a nebo napracovište praktického vyucování – puvodne založeno velkými firmami, pozdeji privátní.

Strední odborné školy poskytují vzdelávání v 90 hlavních oborech ctyrletého studia a ve vicenež 20 hlavních studijních oborech tríletého studia. Strední odborné školy mohou otevrít inové obory, pokud jsou schváleny Ministerstvem školství. Obory jsou vetšinou tématicky velmipodobné.

Studijní obory na stredních odborných školách se delí na následující skupiny v rámci technejduležitejších oboru:

? ekologie a ochrana životního prostredí? hornictví a hornická geologie, metalurgie a slévárenský prumysl? strojírenství a strojírenská výroba? elektrostrojírenství, telekomunikace a výpocetní technika? technická chemie a chemie silikátu? potravinárský prumysl a potravinárská chemie? atd. (22 dalších sektoru)

Evidenci a schvalování vzdelávacích programu provádí Ministerstvo školství, mládeže atelovýchovy.

Strední odborná ucilište nabízejí vice než 43 dvouletých, zhruba 120 tríletých a približne 40ctyrletých ucebních oboru. Vetšina oboru trvá tri roky. Strední odborná ucilište mohou nabízeti další obory, pokud jsou tyto schváleny Ministerstvem školství.

Ucební obory jsou rozdeleny do skupin podle hlavních sektoru a to stejným zpusobem, jako jetomu i u stredních odborných škol.

Evidenci a schvalování vzdelávacích programu provádí Ministerstvo školství, mládeže atelovýchovy.



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A.2 Další vzdelávání a príprava mládeže a dospelých

A.2.1 Obecné cíle

Vzdelávání dospelých organizované školami se snaží poskytnout druhou šanci lidem, kterí jipotrebují. Je zde poskytována výuka až do urcité úrovne, se stejnými cíly jako je tomu u

denního studia. Rozhodující pocet osob se vzdelává na úrovni ISCED 3A a 4 (predevším vodborných, nikoli vevšeobecných smerech) a ISCED 5. Je to proto, že prevážná cást mládeže povinné vzdeláváníúspešne dokoncuje, takže pocet tech, kdo se na úrovni ISCED 2 vzdelávají v rámci druhéšance, je nepatrný. Úroven ISCED 3C byla vždy široce dostupná, takže pocet tech, kdo se natéto úrovni vzdelávají v rámci druhé šance, je rovnež nevýznamný. Po získání stredníhovzdelání s výucním listem (ISCED 3C) lze nástavbovým studiem v návazném oboru zvýšitsvou kvalifikaci a dosáhnout stredního vzdelání s maturitní zkouškou (je razeno na úrovenISCED 4A). Toto vzdelávání organizují strední školy, které v príslušném oboru poskytujístrední vzdelání s maturitní zkouškou.

Rekvalifikacní vzdelávání je jedním z nástroju aktivní politiky zamestnanosti. Obecne jezamereno na prizpusobování pracovní síly zmenám pracovního trhu, tedy na získání nové

kvalifikace nebo na zvýšení, rozšírení, prohloubení ci obnovení kvalifikace stávající. Vrekvalifikacním vzdelávání prevažují jako cílová skupina nezamestnaní, v tom prípade jeobecným cílem zamestnatelnost, konkrétním cílem príprava na zastávání urcité práce neboosvojení urcité dovednosti požadované pracovním trhem.

Rozlišujeme tyto dva typy rekvalifikace:

? za úcelem získání nové kvalifikace? ra úcelem rozšírení dané kvalifikace

Specifická opatrení pro mládež, popr. pro podskupinu cerstvých absolventu, pro ty, kterí sevracejí do zamestnání po prestávce zpusobené materstvím ci jinými duvody, a motivacní

opatrení k dalšímu vzdelávání jsou v pocátcích. Od zacátku roku 2004 zahájily všechny úradypráce realizaci programu ''První príležitost'' urceného pro mladé uchazece o zamestnání do25 let veku pred dosažením 6 mesícu jejich nezamestnanosti a programu ''Nový start'' prodospelé uchazece nad 25 let, pred dosažením 12 mesícu jejich nezamestnanosti.

Resortní vzdelávání s vysokou mírou závaznosti, popr. s pravidelným prezkušováním prourcité pracovníky je typické pro nekteré oblasti lidské cinnosti, v nichž je nutno prubežnezavádet inovace (tradicní je napr. v lékarství a ve zdravotnictví vubec a v rade technickýchprofesí), nebo pro nekteré zamestnavatele (ve školství, v soudnictví, v bankovnictví, veverejné správe). V oblasti bezpecnosti práce a protipožární ochrany se povinne uskutecnujeobecné školení napríc resorty a dále školení speciální v nekterých profesích, napr.technických.

Podnikové/firemní vzdelávání smeruje ke kvalitnejšímu zajištení stávajících nebokvalifikovanému zajištení nových úkolu organizace. Bývá hierarchicky cleneno (promanagement a pro radové zamestnance).

Neprofesní vzdelávání je prevážne neformální a napomáhá adaptaci obcanu na historické aspolecenské zmeny (napr. na vstup do Evropské unie).



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A.2.2 Typy institucí

Vzdelávání dospelých poskytují:

? školy [vcetne vysokých škol] a vzdelávací instituce, které nabízejí vzdelávání na urcitéúrovni a organizují ruzné kurzy, vcetne rekvalifikacních;

? firmy/organizace (podniky, instituce, orgány státní správy), které poskytují vzdelávání? predevším pro své zamestnance, a to bud prostrednictvím vlastních vzdelávacích

institucí ci? vlastních lektoru, nebo (prevážne) nákupem tohoto vzdelávání u specializovaných

institucí (škol, neziskových ci komercních organizací), popr. zajištením externíchlektoru;

? neziskové organizace: resortní vzdelávací instituce, nadace, organizace, politickéstrany, kulturní instituce (muzea, galerie, vzdelávací organizace zrízené jako obecneprospešné spolecnosti;

? komercní vzdelávací instituce; na komercním základe mohou v oblasti vzdelávánídospelých pusobit i školy.

Ve všech uvedených typech prevažují malé instituce.

Obecne nelze typ instituce spojovat s orientací na urcitý obor. Výjimku predstavují školy, kterév dalším vzdelávání zpravidla setrvávají u svého oborového profilu, a odvetvové ci profesníinstituce.

Zvláštní skupinu institucí predstavují rekvalifikacní zarízení, tzn. instituce, které získalyakreditaci Ministerstva školství, mládeže a telovýchovy pro další vzdelávání. Patrí k nim:

? zarízení, která jsou akreditována jako instituce (akreditovaná zarízení),? vzdelávací nebo zdravotnická zarízení, která mají akreditované rekvalifikacní

vzdelávací programy,?

ke vzdelávání urcené útvary zamestnavatelu.Významnou roli v organizaci, orientaci (a financování) cásti dalšího vzdelávání hrají úradypráce. I firmy a školy mohou zajištovat vzdelávání na základe dohod s úrady práce a za jejichfinancního prispení.

Na péci o rozvoj vzdelávání dospelých a na jeho koordinaci se podílejí dobrovolná nevládní cimezinárodní sdružení, napr.:



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BScreening profesí v oblasti strojírenství

Czech denomination English translation

Metall processing - Apprenticeship

hutník neželezných kovu metallurgist (nonferrous metallurgy)hutník ocelár metallurgist (iron metallurgy)hutník vysokopecar metallurgist - furnaceman

kovár smithtavic melterzušlechtovac kovuklempír tinsmithnástrojar toolmaker

soustružník kovu metal-turnerstrojní zámecník engine locksmithtažecvalcír kovu metal rollervrtar drill manbrusic kovu metal grinder

umelecký kovár a zámecník artistic smith and locksmith

umelecký kovolijec a cizelér artistic metal-founder and metal chaser

automechanik car mechanicdulní zámecník locksmith -> mining industryfrézar miller

galvanizérhodinár watchmakerchemik výroby neželezných kovuchirurgický nástrojarinstalatér plumberizolatér

karosár car body mechanickonzervárlodní strojník ship engineermechanik mechanician

mechanik bánské záchranné služby

mechanik geologicko-pruzkumných zarízenímechanik chladírenských zarízenímechanik hudebních nástrojumechanik motorových lokomotiv a motorovýchvozumechanik opravár mechanician - servicemanmechanik optických prístrojumechanik polygrafických stroju

montér anténních zarízenímontér bleskosvodu lightning conductor engineer



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montér kabelových telekomunikacních sítímontér kotlármontér nadzemních telekomunikacních sítí

montér ocelových konstrukcímontér potrubár

montér tocivých strojumontér výtahumontér vzduchotechnikyzámecník montérnožír cutlerzámecník zemedelských strojupasírpotrubár pipe fitterprovozní zámecník

rytec kovu metal engraverserizovac

slévac foundersmaltér

stavební klempírstavební zámecníkobsluha stavebních strojustrojník sklárských zarízenístrojvedoucí engine-drivertratový strojníkumelecký pasírumelecký pozlacovacumelecký štukatérstrojní výrobce sklenené bižuteriezámecník kolejových konstrukcí

zámecník kolejových vozidelzlatník a klenotník goldsmith and jewellerzlatotepec goldbeatermechatronik mechatronicianmechanik a operátor NC stroju aprumyslových robotu

puškar gunmaker

Building sector

stavební klempír metal worker

Electric engineering

elektromechanik electrician /Elektromechaniker

hodinár watchmakerletecký mechanik aircraft mechanic /Flugmechaniker



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lodní strojník engineer/greaser /Schiffmechanikermechanik mechanic / Mechanikermechanik chladírenských zarízeníKühlmechanikermechanik hudebních nástroju Mechaniker -

Musikinstrumentemechanik motorových lokomotiv a motorovýchvozu

mechanik opravár mechanic - servicemanmechanik zarízení pro prenos dat

montér antikorozní ochranymontér tocivých strojumontér výtahu Aufzugsmonteurserizovac setter/monteurstrojvedoucí engine-drivertratový strojník Eisenbahnmechaniker

zvukar sound engineermechatronik Mechatronician / Mechatroniker



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CAnalýza profesních standartu v rámci popisu profesí

U každé profese zmínené v bodu B existuje také profil obsahující linky k vzdelávacímnarízením a typum zkoušek.

Napr.:

mechanik:

Kdo to je a co delá? Úkolem mechanika je provádet cinnosti prevážne servisního charakteru na technicez širokého sortimentu prístroju, stroju a zarízení, v nichž má zpravidla významnou funkci elektronika.

Co je náplní jeho práce? Pracovními cinnostmi jsou - sestavování, opravy, zkoušení, serizování aoživování mechanických stroju a prístroju a laboratorní techniky, regulacní, mericí a registracnítechniky, meridel, rozmnožovací techniky, výpocetní techniky, zdravotní techniky, dálnopisnétechniky, prístroju automatizace a robotizace, promítací a audiovizuáln í techniky (mechanik jezpravidla specializován na nekterý z uvedených druhu techniky) - zhotovování funkcních vzorku a

prototypu výše uvedených prístroju a zarízení.

V jakém pracuje prostredí? Povolání je vykonáváno v provozech továren, opravárských dílnách i vefirmách a domácnostech zákazníku. Z nepríznivých projevu pracovního prostredí je treba pocítat vnekterých prípadech s vyšší hlucností a težko prístupnými objekty práce.

S cím pracuje? Nejpoužívanejšími pracovními prostredky je rucní náradí (šroubováky, kombinacky,apod.), merící prístroje, zkoušecky, pájky, šikovné ruce.

Jaký by mel být a co by mel znát? Predpokladem pro úspešný výkon povolání je vyucení, technickémyšlení, presnost, rychlost úsudku, zrucnost, schopnost ucit se. Nevhodné pro obcany s vadami horníchkoncetin, zvlášte s poruchou jemné motoriky prstu, s postižením centrálního nervstva s poruchou

koordinace, s nadmernou potivostí kuže, zvlášte rukou. Pracovní zarazení je vhodné pro obcany s vadou pátere.

DValidace informálního a neformálního vzdelávání

Validace informálního a neformálního vzdelávání je novým tématem pro Ceskou Republiku. Vsoucasnosti ješte neexistují žádné systémové dukazy identifikující, urcující a rozeznávajícízkušenosti a kompetence získané informálním a neformálním vzdeláváním a nebo na základepracovních zkušeností.

Formální vzdelávací systém a certifikace nejsou spojeny s prubežným ci informálnímvzdeláváním.

Jedná se o hrubý nedostatek ze strany legislativy co se týce pokracování ve vzdelávánídospelých.

Chybející komplexní struktura vzdelání a omezená podpora modulárního vzdelávání jsoudalšími prekážkami co se týce realizace validacního systému.

Soucasne existuje mnoho príkladu s pozitivními zkušenostmi, jak co se týce sumativní, takpredevším pak formativní validace informálního a neformálního vzdelávání na úrovni



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individuální iniciativy, které podporují sociální instituce, pobocky organizací, regionální autoritya Evropská Unie na bázi projektu.

Avšak verejné autority zacínají uvádet téma validace a rozpoznání informálního aneformálního vzelávání na programu, což je výsledkem nescetných privátních iniciativ aprojektu.

Všeobecne vzato lze ríci, že je ceský pracovní trh spíše liberální z hlediska požadovanýchkvalifikací k vykonávání zamestnání.

Vyjma profesí a trhu, které jsou rízeny spíše presnými zákony a predpisy, je príjem uchazeceo místo spíše záležitostí jeho/její kompetence, které rozpozná zamestnavatel..

Požadavky kvalifikace pri zrízení nového zamestnání se rídí podle povolání, která jsouošetrena ruznými zákony a predpisy. Co se týce pruzkumu mezi zamestnavateli, dávají titovetšinou prednost informálním/klícovým kompetencím a zkušenostem (napr. komunikace,schopnost vedoucí funkce, týmový duch…) pred formální kvalifikací.

Od pocátku transformacního období zaznamenal ceský pracovní trh vysokou úroven profesnímobility, kde kolem 38% zmenilo své zamestnání nejméne jednou.

Toto by nebylo možné bez rozpoznání informálního a neformálního vzdelávání v pracovnímsvete.

Proto je predchozí vzdelání a kompetence pracovních sil v Ceské Republice mnohem vicerozpoznávána neformálním zpusobem, než via ustanoveným národním systémem validace.

Je nutné také dodat, že požadavky ze strany zákona spojujících mnoho remesel a profesí sdanými kvalifikacemi pusobí mnoho problému v pracovním svete a casto je zde jakýmsizadostiucinením zamestnání osoby, jejíž kvalifikace odpovídá požadavkum.

Do té doby, než bude existovat prístupný a flexibilní systém validace predchozích vzdelávání,bude pro zamestnavatele takovýto prístup jednodušším rešením, než doplnování vzdelání anebo absolvování mnoha zkoušek za úcelem úplné kvalifikace.

Urcení kompetencí v pracovním svete záleží na vuli zamestnavatele a interních pravidlech apostupech ve firme, pokud to daný sektor nevyžaduje jinak. Stejne tak je tomu i u urcováníznalostí a zkušeností požadovaných v rámci CVT vzdelávání, které porádají zamestnavatelé anebo kterých se kandidáti úcastní z vlastního zájmu, ci pokud se jedná o postup urcitévzdelávávací instituce.



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ITALY

MA 1 - Analisi dei sistemi delle qualifiche

PRODOTTO 1Analisi del sistema delle qualifiche in Italia

Negli ultimi anni (a partire dal 20007) il sistema scolastico italiano, con particolare riferimentoall’istruzione secondaria, è stato più volte modificato e riformato, tanto che un importantedibattito è ancora in corso dal momento che la maggioranza al governo è appena cambiata(aprile 2006), evento che probabilmente porterà ulteriori riforme e modifiche. Il dibattito èsoprattutto incentrato sul rapporto tra le competenze delle Regioni e quelle dello Stato,sull'assetto delle scuole del secondo ciclo8, sul rapporto tra il canale dell'istruzione e quellodella formazione, con riferimento anche al meccanismo dei passaggi dall'uno l'altro, sullaprecocità delle scelte al termine del primo ciclo e sulla collocazione dell'istruzione tecnica.Ciò che segue è, pertanto, basato sulla Legge n. 53 del 28 Marzo 2003 e sul DecretoLegislativo n. 59 del 19 Febbraio 2004, ultima legge approvata, che ha introdotto l’obbligoscolastico fino ai 14 anni e l’obbligo formativo fino ai 18 anni 9. I giovani devono quindicompletare l’educazione obbligatoria nell’ambito del sistema di istruzione secondaria (si vedail paragrafo A.1), dell’apprendistato oppure del sistema di istruzione e formazione

professionale (si veda il paragrafo A.2).

AAnalisi dei sistemi di qualifica Nazionali/Regionali nel settore meccanico

A.1 Istruzione secondaria e post-secondariaA.1.1 ObiettiviIstruzione secondaria inferioreLa scuola secondaria di primo grado, attraverso le discipline di istituto, è finalizzata allacrescita delle capacità autonome di studio e di rafforzamento delle attitudini all'interazionesociale. La scuola organizza ed accresce, anche attraverso l'alfabetizzazione el'approfondimento delle tecnologie informatiche, le conoscenze e le abilità, anche in relazionealla tradizione culturale e all'evoluzione sociale, culturale e scientifica della realtàcontemporanea. È caratterizzata dalla diversificazione didattica e metodologica in relazioneallo sviluppo della personalità dell'allievo; cura la dimensione sistematica delle discipline;sviluppa progressivamente le competenze e le capacità di scelta corrispondenti alle attitudinie vocazioni degli allievi; fornisce strumenti adeguati alla prosecuzione delle attività diistruzione e di formazione; introduce lo studio di una seconda lingua dell'Unione Europea;aiuta ad orientarsi per la successiva scelta di istruzione e formazione. Rientra nell’ambitodell’obbligo scolastico.

Istruzione secondaria superiore di tipo professionaleL'istruzione tecnica ha per fine precipuo quello di preparare all'esercizio di funzioni tecniche eamministrative, nonché di alcune professioni, nei settori commerciali e dei servizi, industriale,delle costruzioni, agrario, nautico e aeronautico. L'istruzione professionale ha per fine quellodi fornire la specifica preparazione teorico-pratica per l'esercizio di mansioni qualificate neisettori commerciali e dei servizi, industriale e artigiano, agrario e nautico. L'istruzione artistica

7 Si confronti la Legge n. 30 del 10 Febbraio 2000 relativa alla riorganizzazione dei cicli scolastici. Attualmente, lalegge n. 291/2006 (15 Dicembre 2006) ha introdotto l’obbligo scolastico fino ai 16 anni, e conseguentemente neiprossimi mesi verranno implementate ulteriori modifiche.8 Per studenti dai 15 ai 19 anni, così come previsto nella Legge n. 53/2003.9 Si confronti anche la Legge n. 94/1999.



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ha per fine quello di addestrare al lavoro e alla produzione artistica a seconda delle tradizioni,dell'industria e delle materie proprie del luogo.Istruzione Post Secondaria Non SuperioreCorsi di formazione professionale post-secondaria - 2° livelloI corsi di formazione post-secondaria sono finalizzati all'apprendimento di competenzeprofessionali che implicano un elevato contenuto teorico, tecnico, tecnologico e gestionale,

anche attraverso esercitazioni pratiche e stage in azienda.Istruzione e Formazione Tecnica Superiore (IFTS)I percorsi IFTS hanno l'obiettivo di formare figure professionali a livello post-secondario perrispondere alla domanda proveniente dal mondo del lavoro pubblico e privato, con particolareriguardo al sistema dei servizi, degli enti locali e dei settori produttivi interessati da innovazionitecnologiche e dall'internazionalizzazione dei mercati secondo le priorità indicate dallaprogrammazione economica regionale. Dall’anno accademico 2002/2003, sono state definite46 specializzazioni professionali a livello nazionale.

A.1.2 Tipologie di istituti/scuoleIstruzione secondaria inferiore

La scuola secondaria di primo grado ha la durata di 3 anni e, fa parte, unitamente alla scuolaprimaria, del primo ciclo di istruzione Non esistono, così come per la scuola dell'infanzia e lascuola primaria, tipologie diverse di scuola secondaria di primo grado.

Istruzione secondaria superiore di tipo professionaleLe scuole che appartengono all'istruzione secondaria di tipo professionale sono:

1. gli istituti tecnici Dopo un biennio comune di base, sono divisi, nel triennio, in indirizzie specializzazioni;

2. gli istituti professionali Si articolano in un triennio che si conclude con un diploma diqualifica e in un successivo biennio post-qualifica (4° e 5° anno) che dà accessoall'università;

3. gli istituti d'arte prevedono un corso di 3 anni diviso in sezioni a seconda dellelavorazioni artistiche cui è indirizzata la specializzazione.

La Legge n. 53/2003, modifica anche il sistema di istruzione e formazione professionale checomprende i percorsi individuati dai decreti di attuazione della legge. Tali percorsiconsentiranno di conseguire titoli e qualifiche professionali di differente livello e, se di durataalmeno quadriennale, di accedere all'università, previa frequenza di apposito corso annuale.La scelta tra i due sistemi, che viene compiuta al termine della scuola secondaria di primogrado, non è però irreversibile in quanto è previsto un meccanismo di "passerelle".La legge dà, inoltre, agli studenti dai 15 ai 18 anni, la possibilità di frequentare, attraversol'alternanza di periodi di studio e di lavoro, corsi di 2° grado, sotto la responsabilitàdell'istituzione scolastica o formativa sulla base di convenzioni con imprese o associazioni dicategoria, enti pubblici o privati, ovvero di frequentare negli istituti di istruzione e formazioneprofessionale corsi integrati che prevedano piani di studio progettati d'intesa tra i due sistemi.Ma il tutto avrà effetto dal 1° settembre 2007.

Istruzione Post Secondaria Non SuperioreCorsi di formazione professionale post-secondaria - 2° livelloSono organizzati dalle Regioni e gestiti o direttamente dalle stesse Regioni oppure, e ciòcapita più spesso, dalle amministrazioni provinciali o comunali per delega delle Regioni. Icorsi durano 6-12 mesi possono essere rivolti ai giovani che hanno conseguito la licenza discuola secondaria superiore e che non sono più soggetti all'obbligo formativo e che intendonoconseguire una qualifica di secondo livello.

Istruzione e Formazione Tecnica Superiore (IFTS)Le figure professionali vengono delineate in base alla classificazione dell'ISTAT relativa alleprofessioni tecniche e a quella ATECO relativa ai settori di attività economica. Le figure



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delineate sono quindi collocabili ciascuna in diverse aree professionali, all'interno delle quali èpossibile delineare specifici percorsi di evoluzione professionale. Sono state definite, a livellonazionale, 46 figure professionali, per ciascuna della quali è stato definito il settore economicodi riferimento, le caratteristiche e le attività professionali fondamentali a livello nazionale. Talifigure sono individuate a partire dalle scelte compiute dalle Regioni e dalle Provinceautonome nella precedente fase sperimentale, in relazione ai risultati delle ricerche sui

fabbisogni formativi e in base al lavoro svolto dai Comitati di settore appositamente costituitidal Comitato nazionale (Agricoltura, Ambiente, Edilizia, Industria e Artigianato, Servizi sociali,Servizi assicurativi, Trasporti, Turismo, ICT). Ciascuna delle figure professionali a banda largapuò essere declinata in più profili professionali regionali in modo tale da garantire larispondenza tra i corsi e le effettive esigenze del mondo del lavoro della Regione. Le Regionie le Province autonome possono promuovere progetti pilota riferiti a figure professionali nonpreviste a livello nazionale corrispondenti a documentati fabbisogni dei mercati territoriali dellavoro. I percorsi IFTS sono progettati e gestiti da almeno quattro soggetti formativi: la scuola,la formazione professionale, l'università, l'impresa o altro soggetto pubblico o privato, tra loroassociati con atto formale, anche in forma consortile.

A.1.3 Indirizzi scolastici e formativi specifici per il settore meccanicoIstruzione secondaria superiore di tipo professionaleGli indirizzi principali relativi al settore meccanico negli Istituti tecnici sono i seguenti, tutti didurata quinquennale:

? Industriale - specializzazioni: meccanico, elettrotecnico, elettronico, fisico industriale,chimico, tessile, ecc.;

? Nautico - specializzazioni: macchinista, costruttore.Per quanto riguarda gli Istituti professionali, gli indirizzi relativi al settore meccanico, tutti didurata triennale, sono i seguenti:

? Settore agrario - Indirizzi: agrario e agro-industriale;? Settore industria e artigianato - Indirizzi: edile, meccanico-termico, elettrico-

elettronico.Dopo il triennio di specializzazione, possono essere istituiti corsi biennali atti a consentire una

formazione culturale e applicativa di livello di scuola secondaria superiore che portaall’acquisizione di un diploma.

Istruzione Post Secondaria Non SuperioreCorsi di formazione professionale post-secondaria - 2° livelloL’offerta formativa di questi percorsi è piuttosto ampia e diversificata da Regione a Regione, inquanto, come già detto, questi corsi sono organizzati e gestiti direttamente dalle Regioni edalle Province.La Regione Emilia Romagna offre le seguenti specializzazioni nell’ambito del settoremeccanico: Disegnatore meccanico, Progettista meccanico, Tecnico dell’automazioneindustriale, Tecnologo di prodotto/processo nella meccanica.La Regione Toscana offre le seguenti specializzazioni nell’ambito del settore meccanico:Tecnico qualificato di produzione, Tecnico qualificato per la manutenzione di aeromobili,

Tecnico qualificato per la micromeccanica di precisione, Tecnico qualificato in termotecnica ecoordinamento di cantiere termoidraulico, Tecnico lavorazione orafa.

Istruzione e Formazione Tecnica Superiore (IFTS)I percorsi IFTS si riferiscono a figure professionali per le quali occorre una formazione a livellopost-secondario.Le figure professionali relative al settore meccanico sono le seguenti: tecnico superiore didisegno e progettazione industriale, tecnico superiore di produzione, tecnico superiore diindustrializzazione del prodotto e processo, tecnico superiore conduzione/manutenzioneimpianti, tecnico superiore di automazione industriale.



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A.2 EDUCAZIONE E FORMAZIONE CONTINUA DEI GIOVANI USCITI DAL SISTEMA DIISTRUZIONE E DEGLI ADULTI

Cambiamenti civili, sociali ed economici, così come il progresso tecnologico, richiedono lapromozione di una educazione e formazione continua, nella logica della formazione lungotutto l’arco della vita. Per quanto riguarda i giovani, i principali sforzi sono stati indirizzati a

combattere l’abbandono scolastico, un fenomeno che colpisce soprattutto nell’eta successivaall’obbligo scolastico. Al fine di ridurre il più possibile il cosiddetto fenomeno dei dropouts, èstato introdotto l’obbligo formativo fino ai 18 anni di età, così come spiegato all’inizio di questocapitolo. Pertanto, i giovani devono assolvere tale obbligo nell’ambito del sistema di istruzionesecondaria (si veda il paragrafo A.1), dell’apprendistato oppure del sistema di istruzione eformazione professionale, trattata in questo paragrafo, unitamente all’educazione degli adulti.

A.2.1 ObiettiviCorsi di formazione professionale – 1° livelloI corsi di formazione professionale (di 1° livello) sono finalizzati all’apprendimento dispecifiche competenze professionali di carattere teorico e pratico, anche attraversoesercitazioni pratiche e stage in azienda. Hanno durata biennale, sono articolati in cicli

certificabili, sono caratterizzati da moduli di accoglienza, orientamento e accompagnamento edalla possibilità di un terzo anno al termine del quale viene rilasciato un certificato dispecializzazione. La struttura di tali corsi dovrà però essere rivista alla luce della più recentelegislazione attualmente in fase di riforma.

Attualmente, questi corsi sono organizzati e gestiti direttamente dalle Regioni/Province, el’offerta formativa risulta piuttosto ampia e diversificata da regione a regione.

Centri Territoriali Permanenti (CTP)Gli obiettivi generali dei Centri Territoriali Permanenti sono l’innalzamento del livello diistruzione, attraverso l’acquisizione della cultura e delle correlate capacità comunicative,dando la possibilità di ampliare lo spazio linguistico, comunicativo e culturale dell’individuo,nonché il recupero e lo sviluppo di competenze culturali e relazionali idonee ad assicurare unapiena partecipazione alla vita sociale.

Questi obiettivi vengono perseguiti attraverso forme organizzative e programmi differenziati aseconda del tipo e delle esigenze della utenza e, quindi, tenendo conto del livello dialfabetizzazione, dello stato di occupazione e di disoccupazione, della provenienza geograficasia nazionale che regionale, in particolare extracomunitaria.

ApprendistatoIl Decreto Legislativo 276/2003 di riforma del mercato del lavoro ha disciplinato ex novol’apprendistato, prevedendo tre diverse ipotesi:

? l’apprendistato per l’espletamento del diritto-dovere di istruzione aformazione ai sensi della legge 53/2003, finalizzato all’acquisizione di untitolo di studio e all’assolvimento dell’obbligo formativo attraverso lostrumento dell’alternanza scuola-lavoro;

? l’apprendistato professionalizzante, finalizzato non al conseguimento di

un titolo di studio o di una qualifica professionale, ma all’accrescimentodelle capacità tecniche dell’individuo al fine di farlo diventare unlavoratore qualificato;

? l’apprendistato per l’acquisizione di un diploma o per percorsi di altaformazione, finalizzato alla acquisizione di un titolo di studio secondario,laurea o specializzazione tecnica superiore (IFTS).

I contenuti della formazione esterna includono competenze e conoscenze trasversali,tecniche, scientifiche ed operative, che differiscono a seconda dei profili professionali.In alcuni settori (costruzioni, servizi, turismo), gli obiettivi formativi dei contenuti professionalidei percorsi sono stati definiti da parte di gruppi di esperti di settore. Il documento prodotto



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identifica le competenze professionali che ciascun gruppo deve acquisire al termine delpercorso formativo esterno all’azienda, e che rappresentano gli obiettivi formativi che talipercorsi esterni devono raggiungere. Per ciascun gruppo di profili professionali vengonoindicati le qualifiche del sistema dell’istruzione/formazione considerate idonee. Tali qualifichepossono essere considerate nei contratti collettivi nazionali al fine di prevedere una riduzionedella formazione esterna.

I contenuti dei moduli supplementari per gli apprendisti che devono assolvere all’obbligoformativo riguardano tre tipologie di competenze: a) competenze linguistiche; b) competenzematematiche; c) competenze informatiche.

A.2.2 Tipi di istituti/scuoleCorsi di formazione professionale – 1° livelloI corsi di formazione professionale (di 1° livello) sono rivolti a giovani tra i 15 ed i 18 anni dietà ed agli adulti, rientrano nell’ambito delle competenze e responsabilità delle regioni e sononormati dalle rispettive legislazioni. E’ importante sottolineare che tutto il sistema dellaformazione professionale, nonché tipologie e caratteristiche dei percorsi, sarannocompletamente rivisti e riformati alla luce della nuova struttura del sistema di istruzione eformazione professionale, dal momento che è attualmente in atto una ulteriore riforma.

I corsi rivolti ai giovani durano 2-3 anni, a seconda della regione, mentre quelli rivolti agli adultidurano1 anno.

Centri Territoriali Permanenti (CTP)I CTP sono rivolti ai giovani a partire dai 15 anni di età ed agli adulti, e rientrano nell’ambitodelle competenze e responsabilità dello Stato, essendo regolati da decreti ministeriali.I Centri Territoriali Permanenti si configurano come strutture preposte sia alla primaaccoglienza, all’ascolto e all’orientamento sia all’alfabetizzazione primaria e funzionale,all’apprendimento della lingua, oltre che al recupero e allo sviluppo di competenze culturali erelazionali idonee a una piena partecipazione alla vita sociale.I Centri territoriali si configurano come centri di servizio del sistema di istruzione e formazionein età adulta, preposti all’attuazione dell’offerta formativa integrata attraverso accordi di retetra scuole di diverso ordine e grado. Essi hanno il compito di coordinare le offerte di istruzione

e formazione programmate sul territorio. Attraverso l'opera dei coordinatori, intrattengono rapporti con i soggetti pubblici e privati che sioccupano di istruzione e formazione. È da ricordare che i primi interlocutori perl'organizzazione dei corsi di istruzione per adulti sono state le organizzazioni sindacali;attualmente i mutamenti intervenuti nell'utenza hanno ampliato il numero degli "interlocutori"anche agli Enti Locali, Associazioni, Case del Popolo, Parrocchie, ecc.

ApprendistatoSulla base di quanto previsto dal decreto approvato dal Consiglio dei Ministri del 31/03/2003,il compito di definire e normare i profili formativi dell’apprendistato finalizzato all’assolvimentodel diritto/dovere all’istruzione e formazione è assegnato alle competenze delle Regioni edelle province autonome, in accordo con il Ministero del Lavoro e delle Politiche Sociali,dell’Università e della Ricerca, dopo aver consultato le parti sociali sia datoriali che sindacali.

Le Regioni e Province autonome sono altresì responsabili per la definizione e regolazione deiprofili formativi dell’apprendistato professionalizzante, in accordo con le associazioni datoriali.Infine, la definizione e regolazione dei profili formativi dell’apprendistato finalizzatoall’acquisizione di un diploma rientra nell’ambito delle responsabilità delle Regioni e, solo per iprofili formativi, in accordo con le locali associazioni datoriali e sindacali, con le università edaltre agenzie formative.La formazione relativa alle competenze trasversali e tecnico-scientifiche deve essererealizzata presso strutture accreditate dalle regioni.



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A.2.3 Indirizzi specifici per il settore meccanico

Corsi di formazione professionale – 1° livello

Attualmente, questi corsi sono organizzati e gestiti direttamente dalle Regioni/Province, el’offerta formative risulta piuttosto ampia e diversificata da regione a regione.

La Regione Emilia Romagna offre le seguenti specializzazioni per il settore meccanico:Costruttore su macchine utensili, Installatore – montatore di sistemi elettrico-elettronici,Montatore meccanico di sistemi, Costruttore di carpenteria metallica, Operatoredell’autoriparazione, Operatore delle lavorazioni di carrozzeria.La Regione Toscana offre le seguenti specializzazioni per il settore meccanico: Addetto allacostruzione di strutture di carpenteria, Addetto alle macchine utensili, Addetto alla saldatura,

Addetto carrozziere, Addetto gommista, Montatore manutentore di impianti termofluidici, Addetto alla conduzione di macchine a controllo numerico, Riparatore di autoveicoli eautoarticolati.

Centri Territoriali Permanenti (CTP)I Centri territoriali si configurano come centri di servizio del sistema di istruzione e formazionein età adulta, preposti all’attuazione dell’offerta formativa integrata attraverso accordi di rete

tra scuole di diverso ordine e grado. Essi hanno il compito di coordinare le offerte di istruzionee formazione programmate sul territorio.I CTP realizzano le seguenti tipologie di intervento:

- corsi per adulti finalizzati all’alfabetizzazione che si concludono con il rilascio di un attestatoche consente l’iscrizione alla scuola secondaria di primo grado;

- corsi di scuola secondaria di primo grado per adulti (150 ore);- corsi per adulti negli istituti di istruzione secondaria di secondo grado;- percorsi di alfabetizzazione funzionale degli adulti;- percorsi integrati di istruzione e formazione, ferme restando le rispettive competenze statali e

regionali;- progetti pilota per l’integrazione dei sistemi formativi, nel rispetto delle competenze di ciascun

sistema.

Apprendistato

I percorsi di apprendistato sono organizzati e regolati dalle Regioni, pertanto l’offerta formativeè ampia e diversificata da regione a regione.La Regione Emilia Romagna offre le seguenti specializzazioni per il settore meccanico:Costruttore su macchine utensili, Installatore – montatore di sistemi elettrico-elettronici,Montatore meccanico di sistemi, Costruttore di carpenteria metallica, Operatoredell’autoriparazione, Operatore delle lavorazioni di carrozzeria, Disegnatore meccanico,Progettista meccanico, tecnico dell’automazione industriale, Tecnologo di prodotto/processonella meccanica.

B

Analisi delle qualifiche nel settore meccanico

B.1 Le qualifiche nel settore meccanico in Emilia Romagna – ItaliaLa tabella che segue riporta l’elenco delle qualifiche del repertorio della regione EmiliaRomagna che sono state selezionate sulla base dei seguenti criteri:

- focus sulle qualifiche del sistema regionale riconducibili ai livelli 1-4 previsti dall’EQF;

- focus sulle qualifiche del Sistema Regionale dell’Emilia Romagna considerando che:

a. in Italia non esiste un sistema nazionale di qualifiche professionali; un tavoloistituzionale interregionale di esperti è attualmente all’opera, a livello nazionale, al fine



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di definire un sistema nazionale delle qualifiche (tale tavolo sarà coinvolto nellarealizzazione del progetto sia in termini di disseminazione che di validazione deiprodotti e risultati);

b. in Italia le Regioni sono le istituzioni competenti per quanto riguarda l’ambito dellaformazione professionale;

c. il Sistema Regionale delle Qualifiche dell’Emilia Romagna può facilmente essereriferito all’EQF poiché ciascuna qualifica è descritta in termini di “risultatidell’apprendimento”, di ‘learning outcomes’ (ciò che colui che è in apprendimento sa,capisce ed è capace di fare, ossia le competenze professionali), come l’EQFprefigura. Dal momento che le qualifiche sono descritte in termini di competenzeprofessionali di un dato profilo, queste ultime rappresentano gli obiettivi formativi deipercorsi e divengono il riferimento per i processi di certificazione;

d. il Sistema Regionale di Qualifiche della Regione Emilia Romagna fa altresì riferimentoalla classificazione ATECO, che rappresenta la classificazione italiana delle attivitàeconomiche (NACE – Nomenclature générale des activités économiques);

e. focus sulle due seguenti aree professionali: “Progettazione e produzione meccanicaed elettromeccanica“ e “Autoriparazione”, così come concordato con la Regione

Emilia Romagna.

Qualifiche RiferimentoProfessioni ISFOL

Riferimento codiciISTAT

NOME IN ITALIANO NOME IN INGLESECostruttore di carpenteriametallica Metal worker

Saldatore 6.2.1.2 Salatori e tagliatori afiamma

Costruttore su macchineutensili Machine tool operator

Montatore/Installatore

7.2.1.1. Operai addetti amacchine utensili automatichee semiautomatiche industriali

Disegnatore meccanico Draughtsman

Disegnatoreprogettista consistemi CAD CAM

3.1.2.6. Disegnatori industrialied assimilati

Installatore – montatore disistemi elettrico-elettronici

Installer-erector-assemblerelectrical and electronic systems

Montatore-Installatore

7.2.7.2 Assemblatori ecablatori di apparecchiatureelettriche7.2.7.3 Assemblatori ecablatori di apparecchiatureelettroniche e ditelecomunicazioni

Montatore meccanico disistemi Fitter

Operaio allemacchine utensili

7.2.7.1 Assemblatori in seriedi parti di macchine

7.2.7.4 Assemblatori in seriedi articoli vari in metallo, ingomma e in materie plastiche

7.2.7.9 Altri operai addettiall’assemblaggio ed alla

produzione in serie di articoliindustriali

Operatore dell’autoriparazione Car mechanic

6.2.3.1 Meccanici artigianali,riparatori e manutentori diautomobili ed assimilati

Operatore delle lavorazioni dicarrozzeria Carbody mechanic

Verniciatore 7213 Lattonieri, lamieristi eassimilati7142 Verniciatori e assimilanti

Progettista meccanico Industrial designerResponsabile dellaprogettazione

2.2.1.1 Ingegneri meccanici

Tecnico dell’automazioneindustriale Industrial automation technician

7.1.7.1 Conduttori di catene dimontaggio

Tecnologo diprodotto/processo nella

Technologist for mechanicalproduct/process

3.1.2.1 Tecnici meccanici3.1.2.9 Altri tecnici in scienze



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meccanica ingegneristiche ed assimilati

B.2 Regione Toscana – Repertorio dei profili professionali relativi al settoremeccanico, confrontati con i codici ISFOL

La tabella che segue riporta l’elenco delle qualifiche del repertorio della Regione Toscana chesono state selezionate sulla base dei seguenti criteri:

f. focus sulle qualifiche del sistema regionale riconducibili ai livelli 1-4 previsti dall’EQF;g. focus sulle qualifiche del sistema regionale della Toscana considerando che in Italia

non esiste un sistema nazionale di qualifiche professionali (si cfr. l’introduzione alparagrafo relativo alla regione Emilia Romagna), e in Italia le regioni sono le istituzionicompetenti per quanto riguarda l’ambito della formazione professionale;

h. focus sull’area professionale “Meccanica e metallurgia”;i. esclusione delle qualifiche che non risultano rilevanti in termini di opportunità

lavorative.

NOME IN ITALIANO NOME IN INGLESE Codice

ISFOL

Addetto alla conduzione di macchine acontrollo numerico

CNC machine operator 0504011

Addetto alla costruzione di strutture dicarpenteria

Metal construction worker 0508081

Addetto alla saldatura Welder 0507231

Addetto alle macchine utensili Machine tool operator 0503011

Addetto carrozziere Vehicle body sheet-metal worker 0509241

Addetto gommista Tyre-shop operator 0509242

Montatore manutentore di impiantitermofluidici

Fitter and maintenance operatorthermofluid plant

0506101

Riparatore di autoveicoli e autoarticolati Car and truck mechanic

Tecnico lavorazione orafa Goldsmith

Tecnico qualificato di produzione Production engineer 0512162

Tecnico qualificato per la manutenzione diaeromobili

Licensed aircraft engineer 0508262

Tecnico qualificato per la micromeccanica diprecisione

Micromechanical engineer 0503072

Tecnico qualificato in termotecnica ecoordinamento di cantiere termoidraulico

Thermal engineer and thermohydraulicconstruction site manager

0506102



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CAnalisi degli standard professionali utilizzati per la descrizione delle qualifiche

REGIONE EMILIA ROMAGNACiascuna qualifica citata al paragrafo B.1, viene descritta, nel repertorio del SistemaRegionale delle Qualifiche dell’Emilia Romagna, considerando i seguenti standard10, come

evidenziato dall’esempio che segue:- breve descrizione del profilo- area professionale- profili collegati – collegabili alla figura- risultati dell’apprendimento in termini di: unità di competenza e per ciascuna di esse:

competenze, capacità (essere in grado di ), conoscenze (conoscere)- Indicazioni per la valutazione delle competenze in termini di: oggetto di osservazione,

indicatori, risultato atteso, modalità- standards e caratteristiche delle attività formative che portano al conseguimento della

qualifica, con particolare riferimento a:- livello della qualifica- caratteristiche dei destinatari- requisiti in ingresso

- durata (in ore)- indicazioni rispetto alle modalità formative

CCOOSSTT RRUUTT TTOORREE DDII CCAARRPP EENNTT EERRII AA MMEETT AALLLLII CCAA

Descrizione sintetica

Il Costrut tore di carpenter ia meta l l ica è in grado di realizzare prodotti metallici finiti,attraverso tecniche di lavorazione specifiche, utilizzando i macchinari, le attrezzature e gliutensili propri del taglio, della deformazione, della saldatura e della rifinitura.

Area Professionale

Progettazione e produzione meccanica ed elettromeccanica

Profili collegati – collegabili alla figura

SSSiiisss ttteeemmmaaa dddiii r r r iiif f f eeer r r iiimmmeeennntttooo DDDeee nnnooommmiiinnnaaazzz iiiooonnneee

Sistema classif icator io ISTAT6.2.1.2 Saldatori e tagliatori a fiamma

6.2.1.3 Lattonieri e calderai, compresi i tracciatori

6.2.1.4 Montatori di carpenteria metallica

6.2.1.7 Specialisti di saldatura elettrica ed a norme ASME

Sistema di codi f ica profess ioni Min is terodel Lavoro

621200 Saldatori e tagliatori a fiamma

621800 Lastroferratori

Sistema inform ativo EXCELSIOR 4.04.02 Saldatori, tagliatori e assimilati4.04.08 Addetti alla finitura di utensili e prodotti metallici

Sistema classif icator io ISCO7212 Saldatori e tagliatori

7222 Addetti alla costruzione di utensili e prodotti metallici

7224 Finitori di metallo, levigatori e affilatori di utensili

Repertor io delle professioni ISFOLMetalmeccanica- Saldatore

10 Sistema Regionale delle Qualifiche – SRQ – Regione Emilia Romagna



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UNITÀ DI COMPETENZA CAPACITÀ

(ESSERE IN GRADO DI)CONOSCENZE (CONOSCERE)

? identificare le macchine, le attrezzature e gli utensili da utilizzare nelle diversefasi di lavorazione e le relative regolazioni

? individuare i parametri di funzionamento dei macchinari per la lavorazione deimateriali metallici attraverso la lettura della scheda di lavoro e del disegnotecnico

? riconoscere la conformità delle operazioni svolte dalle macchine utensiliindividuando eventuali anomalie di funzionamento

1. Predisposizionemacchinari,attrezzature edutensili per lelavorazioni deimetalli

? adottare modalità di riordino della postazione di lavoro e di mantenimento inefficienza dei macchinari

? riconoscere le principali caratteristiche dei materiali metallici da tagliare

? adottare strumenti di misurazione al fine di identificare le dimensioni dei materialimetallici da tagliare rilevandone eventuali anomalie/difettosità

? applicare tecniche di realizzazione del taglio dei materiali metallici con gli

strumenti appropriati e/o con macchine tradizionali e/o a controllo numerico, nelrispetto delle procedure di sicurezza

2. Taglio materialimetallici

? identificare e valutare eventuali anomalie dei metalli tagliati al fine di trascriverlenelle annotazioni di accompagnamento ai pezzi tagliati e/o apportare eventualiinterventi correttivi

? identificare le caratteristiche dimensionali e funzionali dei materiali datrasformare in base alle indicazioni dello schizzo e/o del disegno

? scegliere le macchine e gli utensili di lavorazione per deformare e saldare imateriali metallici in funzione delle loro caratteristiche e proprietà

? adottare gli strumenti e applicare le tecniche di deformazione e saldatura deimateriali metallici nel rispetto delle procedure di sicurezza

3. Deformazione /saldatura materialimetallici

? rilevare, dalla scheda di lavorazione, gli elementi oggetto del controllo edeffettuare le verifiche programmate

? riconoscere le caratteristiche dei pezzi lavorati al fine di eseguire l’intervento dirifinitura previsto

? applicare tecniche di rifinitura e aggiustaggio dei materiali metallici nel rispettodelle procedure di sicurezza

? adottare i macchinari e gli utensili necessari al montaggio dei pezzi metallici infunzione delle loro caratteristiche tecniche, funzionali ed estetiche, nel rispettodelle procedure di sicurezza

4. Rifinitura edassemblaggio pezzie insiemi metallici

? valutare i prodotti finiti evidenziando eventuali anomalie e difettosità

? Il ciclo di lavorazione:fasi, attività e tecnologie

? Caratteristiche fisiche,chimiche, meccaniche etecnologiche deimateriali metallici

? Tipologie e meccanismidi funzionamento delleprincipali attrezzature emacchinari per lalavorazione dei metalli

? Strumenti di misurazionedei materiali metallici

? Tecniche di taglio metalli

? Tecniche di attrezzeriameccanica (foratura,sbavatura, filettatura,…)

? Tecniche dideformazione esaldatura metalli

? Tecniche di rifinitura eassemblaggio metalli

? Principali strumenti esupporti informatici

? Principali funzionalità

degli strumenti diinterazioneuomo/macchina

? Disposizioni a tuteladella sicurezza sullavoro per le lavorazionidei metalli

? Fondamenti delladisciplina aziendale delrapporto di lavoro



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INDICAZIONI PER LA VALUTAZIONE DELLE UNITÀ DI COMPETENZA

UNITÀ DICOMPETENZA

OGGETTO DIOSSERVAZIONE INDICATORI

RISULTATOATTESO MODALITÀ

1. Predisposizionemacchinari,attrezzature edutensili per lelavorazioni deimetalli

Le operazioni dipredisposizione deimacchinari, delleattrezzature e degliutensili

? regolazione dei macchinari,delle attrezzature e degliutensili per le diverse fasi dilavorazione

? preparazione e allestimentodella postazione di lavoro

? esecuzione di manutenzioniordinarie

? verifica dello stato e dellafunzionalità degli strumenti edelle attrezzature

Macchinari,attrezzature edutensilifunzionanti, anorma edefficienti

2. Taglio materialimetallici

Le operazioni di tagliodei materiali metallici

? misurazione dei metalli datagliare

? taglio dei metalli? rilevazione delle non

conformità dei metalli tagliati

Metalli tagliatisecondo lascheda dilavoro in

conformità alloschizzo e/odisegno

3. Deformazione /saldaturamaterialimetallici

Le operazioni dideformazione/saldaturadei materiali metallici

? esecuzione di operazioni dideformazione e di saldaturadei materiali metallici

? controllo dei pezzi metallicilavorati

Materialimetallicitrasformatinelledimensioni eproporzionipreviste

4. Rifinitura edassemblaggiopezzi e insiemimetallici

Le operazioni di rifiniturae assemblaggio di pezzie insiemi metallici

? esecuzione di lavorazioni dirifinitura dei metalli

? assemblaggio di pezzi e diinsiemi metallici

? controllo della qualità delprodotto finito

Pezzi edinsiemimetallici rifinitie assemblati inconformità alle

specifichetecniche

P r ov a

pr a t i c a

i n

s i t u az i on e



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COSTRUTTORE DI CARPENTERIA METALLICA

STANDARDrelativi ai corsi finalizzati al conseguimento della Qualifica di

“COSTRUTTORE DI CARPENTERIA METALLICA”

Questa qualifica può essere considerata sia come qualifica di accesso all’area professionale che comequalifica di approfondimento tecnico-specializzazione.Come tale, gli standard professionali possono essere raggiunti sia da persone (giovani-adulte) non inpossesso di conoscenze-capacità pregresse, che attraverso il corso “entrano” in questa areaprofessionale, che da persone in possesso di conoscenze-capacità di base rispetto all’area, cheattraverso il corso vengono sviluppate/approfondite. Tali conoscenze-capacità possono essere stateacquisite attraverso un percorso di formazione professionale, di istruzione o attraverso l’esperienzaprofessionale in imprese del settore.

Le durate differenti dei corsi derivano pertanto dalle differenti finalità / tipologie di utenti.

In ogni caso, ai partecipanti in possesso di conoscenze-capacità che corrispondono a contenuti del corso,vengono riconosciuti i relativi crediti formativi.

La qualifica può essere conseguita attraverso:

? Corsi di 600 ore

Si tratta di corsi finalizzati alla professionalizzazione di giovani che hanno assolto l’obbligo formativo, nonoccupati al momento della realizzazione del corso*.I corsi devono prevedere una quota di ore di stage che può oscillare dal 30 al 40% del monte orecomplessivo.

? Corsi di 600 ore

Si tratta di corsi finalizzati alla professionalizzazione di adulti disoccupati**.I corsi devono prevedere una quota di ore di formazione realizzate in stage, in laboratorio ocomunque in situazioni che riproducono processi e attività che si verificano nei contesti lavorativi.Tale quota può oscillare dal 30 al 40% del monte ore complessivo.

La durata definita è da intendersi massima: può diminuire in funzione della caratteristiche deipartecipanti. Non può comunque essere inferiore alle 400 ore.

? Corsi di 300 ore

Si tratta di corsi finalizzati alla professionalizzazione di giovani-adulti occupati***.I corsi devono prevedere una quota di ore di formazione realizzate in stage, in laboratorio ocomunque in situazioni che riproducono processi e attività che si verificano nei contesti lavorativi.Tale quota può oscillare dal 20 al 40% del monte ore complessivo.


? Corsi di 300 ore

Si tratta di corsi finalizzati alla professionalizzazione di giovani-adulti disoccupati****.I corsi devono prevedere una quota di ore di formazione realizzate in stage, in laboratorio ocomunque in situazioni che riproducono processi e attività che si verificano nei contesti lavorativi.Tale quota può oscillare dal 20 al 40% del monte ore complessivo.




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NOTEPer quanto riguarda le categorizzazioni degli utenti per età e per stato occupazionale si fa riferimento aquanto stabilito nei documenti di programmazione regionale e in particolare al “Complemento diProgrammazione” e relative modifiche.* Si tratta di corsi finalizzati alla professionalizzazione di giovani che hanno assolto l’obbligo formativo, nonoccupati al momento della realizzazione del corso, non in possesso di conoscenze-capacità pregresserispetto all’Area Professionale.** Si tratta di corsi finalizzati alla professionalizzazione di adulti disoccupati , non in possesso d i conoscenze-

capacità pregresse rispetto all’Area Professionale.***Si tratta di corsi finalizzati alla professionalizzazione di giovani-adulti occupati , in possesso diconoscenze-capacità di base rispetto all ’Area Professionale.****Si tratta di corsi finalizzati alla professionalizzazione di giovani-adulti disoccupati , in possesso diconoscenze-capacità di base rispetto all ’Area Professionale.

REGIONE TOSCANA

Ciascuna qualifica citata al paragrafo B.1, viene descritta, nel repertorio della RegioneToscana, considerando i seguenti standard, come evidenziato dall’esempio che segue:

- breve descrizione del profilo- risultati dell’apprendimento in termini di: conoscenze e competenze

- standards delle attività formative che portano al conseguimento della qualifica, conparticolare riferimento a::- requisiti in ingresso- criteri per la selezione dei partecipanti- prospettive occupazionali- durata (in ore)- professionalità docente- Attrezzature e sussidi didattici

ADDETTO ALLA CONDUZIONE DI MACCHINE A CONTROLLO NUMERICO

Descrizione

E’ una professionalità che opera prevalentemente nel settore della fabbricazione di macchineed apparecchi meccanici. Si occupa del montaggio e della preparazione degli utensili utilizzatidalla macchina e posiziona il pezzo sul quale viene eseguita la lavorazione. Imposta ilcomputer, verifica il corretto funzionamento del programma, avvia il ciclo di lavorazione, nesegue il funzionamento ed effettua un primo controllo sul pezzo. Opera con relativaautonomia, subordinato al tecnico superiore

ConoscenzePrincipi base di disegni meccanico; principi di base di elettrotecnica/elettronica; macchineutensili: tipologie e funzionamento; tecniche di produzione; principi base di logisticaindustriale; elementi di programmazione della produzione; principi base di informatica elinguaggi di programmazione CN; cenni di Computer Integrated Manufacturing (CIM);contratto di lavoro e principali normative regolanti il rapporto di lavoro; igiene del lavoro,

prevenzione, pronto soccorso

CompetenzePreparazione ed attrezzaggio della macchina utensile in funzione della lavorazione;manutenzione; posizionamento pezzi; utilizzo del computer e caricamento nastri/floppy;lancioe controllo del ciclo di lavorazione; diagnosi superficiale di problemi;controllo di qualità deiprodotti; rapporti interpersonali a monte e a valle e con i livelli di responsabilità; previsionedell’evoluzione del proprio ruolo professionale



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Requisiti di ingressoIstruzione primo ciclo: diploma di scuola secondaria di primo ciclo – coloro che devonoassolvere il diritto-dovere come previsto dalla L.53/2003, devono anche aver frequentatoalmeno un anno di percorso di istruzione secondo ciclo; oppure assolvimento di obbligoscolastico con licenza elementare + esperienza lavorativa triennale

Criteri di selezioneCurriculum studi ed eventualmente esperienze lavorative; valutazione delle motivazioni; test:doti attentive, precisione, ragionamento logico matematico

Sbocchi occupazionaliCentri di lavoro a CN; officina e industria meccanica

Professionalità docenteDiploma o laurea preferibilmente nel settore industriale; esperti del settore; tutor

Attrezzature e sussidi didattici Aula attrezzata con lavagna luminosa e a fogli mobili e sussidi audiovisivi e informatici;laboratorio attrezzato con strumenti e macchina a controllo numerico occorrenti per l’esercizio

della professione

DValidazione dell’apprendimento acquisito in contesti non-formali ed informali

Tutti gli stakeholders sia sociali che politici, indipendentemente dai rispettivi contesti e mission istituzionali (Ministeri, Regioni, Sindacati, Associazioni datoriali, Sistema della FormazioneProfessionale, Università, Associazioni Giovanili e terzo settore), ormai concordano sullanecessità di definire un sistema di validazione dell’apprendimento non formale attraversoformalizzati processi di riconoscimento o procedure di certificazione delle competenze.

Attualmente, comunque, in Italia non è ancora stato implementato nulla di paragonabile

al programma APL inglese, a causa di due diversi fattori. Prima di tutto, devono essereconsiderati due fattori storico-culturali: il rilevante valore sia formale che legale dellequalifiche ottenute attraverso formali percorsi di istruzione, e la tradizionale debolezzadell’istruzione e formazione breve degli adulti. Il risultato di questa situazione è che ilvalore sociale ed economico del sistema della formazione professionale,indipendentemente dalle formali qualifiche rilasciate, non è per nulla percepito. Inoltre,la normativa che regola il mercato del lavoro e l’occupazione è principalmente basatasullo status legale delle qualifiche formali e sul valore giuridico dei titoli dell’istruzioneed accademici. Un tale fondamentale ruolo del riconoscimento formale vieneulteriormente rafforzat o dal basso livello di fiducia istituzionale generalizzato a livellonazionale, soprattutto nel momento in cui sono coinvolte le agenzie formative delsistema della formazione professionale e le associazioni datoriali.

Il processo che tenta di creare un collegamento tra l’educazione e la formazione formali el’apprendimento non formale ed informale in diversi contesti sta attualmente coinvolgendomolti attori e stakeholders : parti sociali, imprese, associazioni del terzo settore.

Nonostante questo, come risultato della consapevolezza della parte politica rispetto ai principifondamentali che stanno alla base della validazione dell’apprendimento non formale, è statosottoscritto un rilevante numero di accordi e regole nazionali riguardanti questo tema (IFTS,Educazione e Formazione degli Adulti, Certificato di Competenze), che sottolineanol’opportunità e l’importanza della validazione dell’apprendimento non formale, senza però



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arrivare a definire concretamente un sistema in quanto tale (visto nel suo complesso comequadro organizzativo e di risorse composto di standards, compiti e fonti di finanziamento).

Può, comunque, essere affermato che esistono diverse interessanti sperimentazioni in questocontesto, che però rimangono esperienze locali che non costituiscono un vero e propriosistema di validazione. Questo è dovuto a due principali elementi:

? la mancanza di standard a livello nazionale relativamente alle qualifiche ed allecompetenze acquisite rappresenta il principale ostacolo all’adozione della diffusaprospettiva europea sull’apprendimento non formale ed informale;

? in Italia non esistono ancora un concetto ed una definizione comuni dellavalidazione dell’apprendimento non formale ed informale, e del ruolo che leistituzioni dovrebbero avere al fine di offrire o legittimare questo tipo diservizio/opportunità. Da questo punto di vista, la situazione italiana riflette molti deipunti di discussone ancora aperti a livello europeo relativamente al processo ed aidocumenti sui principi comuni della validazione dell’apprendimento non formale edinformale.

La Regione Emilia Romagna sta attualmente sperimentando un “Sistema Regionale di

Formalizzazione e Certificazione delle competenze - (SRFC)11” che considera non solo lecompetenze acquisite in esito a percorsi formativi ma anche quelle acquisite in contestiinformali e non formali. Tale Sistema considera quale oggetto della formalizzazione ecertificazione le “competenze comunque acquisite dalle persone” e considera, quali standardprofessionali di riferimento, le competenze presenti nel repertorio del “Sistema Regionaledelle Qualifiche - SRQ” (si veda paragrafo C.). Il Sistema definisce sia le fasi del processo diformalizzazione/certificazione, sia i soggetti che operano su tale processo.Il processo è pertanto articolato nelle seguenti fasi:

a. Acquisizione della richiesta di formalizzazione e certificazioneb. Accertamento tramite evidenzec. Accertamento tramite esamed. Adempimenti amministrativi collegati al rilascio dei documenti di formalizzazione

certificazionee. Consulenza individuale,

ed è finalizzato a rilasciare la Scheda conoscenze e capacità, oppure il Certificato dicompetenze oppure il Certificato di Qualifica.

I soggetti attuatori di tale sistema saranno i “Soggetti accreditati” del sistema formativo e, inraccordo con le Amministrazioni provinciali potranno essere valutate iniziative di attivazionedel processo di formalizzazione delle competenze presso i servizi per l’impiego. Possonogestire il processo anche enti non accreditati che abbiano sviluppato un’attività formativacorrelata agli standard del SRQ ed ottenuto dalla Regione o dalle Province una specificaautorizzazione alla “formalizzazione e certificazione delle competenze” in esito a tale attività.

11 Cfr. Delibera Giunta Regionale n. 1434 del 12/09/2005; Delibera GR n. 530 del 19/04/2006; Delibera n. 841 del19/06/2006.



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SPAIN

AAnálisis del sistema de Cualificación Nacional/Regional en el sector de la Ingeniería

A.1 SECUNDARIA Y POST-SECUNDARIA

A.1.1 OBJETIVOS- Educación Secundaria Obligatoria. (ESO)

La Educación Secundaria Obligatoria constituye la primera etapa de la Educación Secundariay la etapa final de la enseñanza básica. Comprende cuatro años académicos, que secursarán ordinariamente entre los doce y los dieciséis años.

La finalidad de la ESO es transmitir a los alumnos los elementos básicos de la cultura,especialmente en sus aspectos científico, tecnológico y humanístico; afianzar en ellos hábitosde estudio y trabajo que favorezcan el aprendizaje autónomo y el desarrollo de suscapacidades, formarlos para que asuman sus deberes y ejerzan sus derechos y prepararlos

para su incorporación a estudios posteriores y para su inserción laboral.

- Ciclos Formativos de Grado Medio (Formación Profesional)

Según establece la Ley Orgánica 5/2002, de las Cualificaciones y de la FormaciónProfesional (LOCFP), la Formación Profesional comprende el conjunto de accionesformativas que capacitan para el desempeño cualificado de las diversas profesiones, elacceso al empleo y la participación activa en la vida social, cultural y económica. Incluye lasenseñanzas propias de la Formación Profesional inicial; las acciones de inserción yreinserción laboral de los trabajadores; así como las orientadas a la formación continua en lasempresas, que permiten la

Este Real Decreto dispone que las enseñanzas de Formación Profesional conducentes atítulos de Técnico y de Técnico Superior tendrán por finalidad:

a. Adquirir la competencia profesional característica de cada título y de lascualificaciones que lo integren y capacitar para el ejercicio de las actividadesprofesionales inherentes a aquéllas.

b. Comprender la organización y características del sector socioproductivocorrespondiente, así como la realidad socioeconómica del territorio de cada

Administración en el que se ubique la actividad de dicho sector, de modo que estasenseñanzas respondan siempre a las necesidades del entorno.

c. Adquirir las competencias lingüísticas específicas y necesarias para el ejercicioprofesional en idiomas de países de la Unión Europea.

d. Adquirir la competencia requerida para el uso y aprovechamiento de las tecnologías

de la información y la comunicación.e. Adquirir las competencias para integrarse en equipos de trabajo y los conocimientos

y habilidades necesarios en materia de prevención de riesgos laborales, de acuerdocon las normas vigentes.

f. Conocer las oportunidades de aprendizaje y los mecanismos de acceso al empleo oa la reinserción laboral, conforme a las expectativas personales y profesionales, asícomo la legislación laboral básica y los derechos y deberes que se derivan de lasrelaciones laborales.

g. Fomentar el espíritu emprendedor y proporcionar la formación necesaria para eldesempeño de actividades por cuenta propia y empresarial, en especial en empresasde economía social.



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h. Fomentar la formación a lo largo de la vida y motivar futuros aprendizajes a través devías formativas que se adapten a las situaciones personales y profesionales de losciudadanos.

- Ciclos Formativos de Grado Superior (Formación Profesional)

La Formación Profesional comprende el conjunto de acciones formativas quecapacitan para el desempeño cualificado de las diversas profesiones, el acceso alempleo y la participación activa en la vida social, cultural y económica.

Dentro los niveles en los que se articula la Formación Profesional Específica, laFormación Profesional de grado superior es la que se encuadra dentro del sistema deenseñanza superior español. Este tipo de estudios tiene como principales objetivos:que los alumnos adquieran la competencia profesional característica de cada título, yque comprendan la organización y características del sector productivocorrespondiente y los mecanismos de la inserción profesional; que conozcan lalegislación básica, y sus derechos y obligaciones; y que adquieran los conocimientosy habilidades necesarios para trabajar en condiciones de seguridad y previniendoriesgos. Por último, se pretende que los alumnos adquieran una identidad y madurez

profesional que les motiven para nuevos aprendizajes y que les permitan adaptarse alos eventuales cambios en las cualificaciones.

A.1.2 CENTROS DE ENSEÑANZA

- Educación Secundaria Obligatoria. (ESO)

La se imparte en centros de Educación Secundaria, que pueden ofrecer, además de estasenseñanzas, las de [“Bachillerato”] y las de Formación Profesional Específica. Los centros deEducación Secundaria pueden ser de dependencia privada o pública. Los centros públicosque impartan cualesquiera de las enseñanzas de Educación Secundaria se denominanInstitutos de Educación Secundaria.

En general, los centros que ofrecen [“ESO”] deben impartir los cuatro cursos de ésta, con al

menos una unidad por cada curso, y disponer de instalaciones tales como aula taller,laboratorio de ciencias experimentales, biblioteca, gimnasio, patio de recreo, aula de música,informática y plástica, así como el resto de espacios pertinentes para las actividades dedocencia, dirección, gestión, etc. Además, se establece un máximo de 30 alumnos porprofesor. Estos requisitos mínimos, de obligado cumplimiento en toda España, sonindependientes de la titularidad y del origen de los fondos que sostienen a los centros.

Por otra parte, los espacios de todos los centros escolares en los que se desarrolle la prácticadocente han de tener ventilación e iluminación natural, y disponer de unas condicionesarquitectónicas que posibiliten el acceso, la circulación y la comunicación de los alumnos conproblemas físicos, de movilidad o comunicación.

- Cic los Form at ivos de grado medio (Formación Profesional )

La Formación Profesional Específica de grado medio puede ser ofrecida en centrosdedicados exclusivamente a impartir la Formación Profesional Específica o en centros queimpartan otras etapas, siendo lo más frecuente que estas enseñanzas se oferten junto con laEducación Secundaria Obligatoria y el Bachillerato en centros que se denominan Institutosde Educación Secundaria.

Todos ellos han de reunir una serie de requisitos establecidos para todo el Estado, entre losque cabe destacar que han de ofrecer al menos dos [“ciclos formativos”] y que el númeromáximo de alumnos por profesor es de 30.



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La Ley Orgánica de las Cualificaciones y de la Formación Profesional (LOCFP), aprobada en2002, establece la consideración de ‘Centros Integrados de Formación Profesional’ a aquellosque impartan todas las ofertas formativas de formación profesional recogidas en el CatálogoNacional de Cualificaciones Profesionales.


La formación profesional específica de grado superior (al igual que la de grado medio), puedeser ofertada bien en centros en los que se imparte Educación Secundaria Obligatoria o elBachillerato, o bien en centros dedicados exclusivamente a impartir estas enseñanzas,aunque en algunas Comunidades Autónomas se están creando Institutos de FormaciónProfesional Específica de grado superior.

A.1.3 ESTUDIOS RELACIONADOS CON LA INGIENERIA MÉCANICA

- Cic los Format ivos d e grado medio

La Formación Profesional Específica de grado medio está constituida por ciclos formativosencuadrados en distintas familias profesionales. Hasta el momento se han definido 22familias profesionales y un total de 64 ciclos formativos de grado medio. En el siguientecuadro se recogen aquellas familias y ciclos formativos relacionados con el sector de laingeniería mecánica:

Familia Profesional Ciclos Formativos de grado medio

Fabricación Mecánica

FundiciónJoyería

MecanizadoSoldadura y CaldereríaTratamientos Superficiales y Térmicos

Mantenimiento de Vehículos Autopropulsados

CarroceríaElectromecánica de Vehículos

Mantenimiento y Servicios a laProducción

Instalación y Mantenimiento Electromecánico deMaquinaria y Conducción de LíneasMantenimiento FerroviarioMontaje y Mantenimiento de Instalaciones de Frío,Climatización y Producción de Calor


La Formación Profesional comprende el conjunto de acciones formativas quecapacitan para el desempeño cualificado de las diversas profesiones, el acceso al empleo yla participación activa en la vida social, cultural y económica.

Dentro los niveles en los que se articula la Formación Profesional Específica, la FormaciónProfesional de grado superior es la que se encuadra dentro del sistema deenseñanza superior español. Este tipo de estudios tiene como principales objetivos:que los alumnos adquieran la competencia profesional característica de cada título, yque comprendan la organización y características del sector productivo



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correspondiente y los mecanismos de la inserción profesional; que conozcan lalegislación básica, y sus derechos y obligaciones; y que adquieran los conocimientosy habilidades necesarios para trabajar en condiciones de seguridad y previniendoriesgos. Por último, se pretende que los alumnos adquieran una identidad y madurezprofesional que les motiven para nuevos aprendizajes y que les permitan adaptarsea los eventuales cambios en las cualificaciones.

La Formación Profesional Específica de grado superior, al igual que algunasenseñanzas de Artes Plásticas y Diseño de grado superior, se organiza en ciclosFormativos de duración variable (uno o dos años) y encuadrados en distintas familiasprofesionales. En el siguiente cuadro se recogen aquellas familias y ciclos formativosrelacionados con el sector de la ingeniería mecánica:

Familia Profesional ciclos Formativos de grado superior

Fabricación Mecánica Construcciones MetálicasDesarrollo de Proyectos Mecánicos

Óptica de AnteojeríaProducción por Fundición y PulvimetalurgiaProducción por Mecanizado

Mantenimiento de Vehículos Autopropulsados

AutomociónMantenimiento AeromecánicoMantenimiento de Aviónica

Mantenimiento y Servicios a laProducción

Desarrollo de Proyectos de Instalaciones de Fluidos,Térmicas y de ManutenciónMantenimiento de Equipo IndustrialMantenimiento y Montaje de Instalaciones de Edificio yProcesoPrevención de Riesgos Profesionales

A.2 FORMACIÓN PROFESIONAL PARA PERSONAS ADULTAS

A.2.1 OBJETIVOS

La educación de las personas adultas, una de las acciones del sistema educativoencaminadas a hacer efectivo el principio de igualdad de oportunidades, da respuesta a lasnecesidades educativas de los ciudadanos, facilitando así el desarrollo integral en losdistintos aspectos de su formación básica, profesional, cultural y personal. Se inspira en elprincipio de educación permanente y tiene como finalidad facilitar a estas personas suincorporación a las distintas enseñanzas del sistema.

La Ley Orgánica de Calidad de la Educación (LOCE), de 2002, contempla la educación deadultos como una enseñanza normalizada mediante la cual el sistema educativo asume larespuesta a las demandas de cualificación, actualización, readaptación y promociónprofesional de la población adulta.

Esta ley señala como objetivos de la educación de personas adultas los siguientes: laadquisición y actualización de la formación básica, facilitando el acceso a los distintos nivelesdel sistema educativo; la mejora de la cualificación profesional o la adquisición de lapreparación necesaria para el ejercicio de otras profesiones; el desarrollo de la capacidadrequerida para participar en la vida social, cultural, política y económica; y desarrollarprogramas y cursos para responder a determinadas necesidades educativasespecíficas de grupos sociales desfavorecidos.



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El Proyecto de Ley Orgánica de Educación define como finalidad de la educación depersonas adultas el ofrecer a todos los ciudadanos mayores de 18 años la posibilidadde adquirir, actualizar, completar o ampliar sus conocimientos y aptitudes para sudesarrollo personal y profesional. Para el logro de la finalidad propuesta, lasAdministraciones educativas podrán colaborar con otras Administraciones Públicascon competencias en la formación de adultos y, en especial, con la Administración

laboral, así como con las corporaciones locales y los diversos agentes sociales.La educación de personas adultas tendrá los siguientes objetivos:

- Adquirir una formación básica, ampliar y renovar sus conocimientos, habilidades ydestrezas de modo permanente y facilitar el acceso a las distintas enseñanzas delsistema educativo

- Mejorar su cualificación profesional o adquirir una preparación para el ejercicio deotras profesiones.

- Desarrollar sus capacidades personales, en los ámbitos expresivo, comunicativo, derelación interpersonal y de construcción del conocimiento.

- Desarrollar su capacidad de participación en la vida social, cultural, política yeconómica y hacer efectivo su derecho a la ciudadanía democrática.

- Desarrollar programas que corrijan los riesgos de exclusión social, especialmente delos sectores más desfavorecidos.

- Responder adecuadamente a los desafíos que supone el envejecimiento progresivode la población, asegurando a las personas de mayor edad la oportunidad deincrementar y actualizar sus competencias.

- Prever y resolver pacíficamente los conflictos personales, familiares y sociales.Fomentar la igualdad efectiva de derechos y oportunidades entre hombres y mujeres yanalizar y valorar críticamente las desigualdades entre ellos.

A.2.2 CENTROS

Formación profesional para personas adultas

La Ley Orgánica de Calidad de la Educación (LOCE), de 2002, establece que la formación depersonas adultas puede impartirse en centros docentes ordinarios o específicos, públicos oprivados, y en las modalidades presenciales y a distancia. Algunas Comunidades Autónomashan regulado, además, la existencia de la modalidad semipresencial. Esta modalidad estádirigida a aquellos que, por diversas circunstancias, presentan dificultades para unaasistencia continuada al centro, apoyándose su aprendizaje en los diferentes medios decomunicación y en los actos presenciales periódicos para actividades de orientación, tutoría oprácticas.

Por su parte el Proyecto de Ley Orgánica de Educación establece que cuando la educación

de las personas adultas conduzca a la obtención de uno de los títulos de carácter oficial quese establecen en la propia Ley, será impartida en centros docentes ordinarios o específicos,debidamente autorizados por la Administración educativa competente.

La mayoría de los cursos ofertados son realizados por las tardes por lo que es habitual el usode los Centros Públicos de Educación Primaria y Secundaria, así como aquellos localeshabilitados por los Ayuntamientos y entidades locales.



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A.2.3 ESTUDIOS RELACIONADOS CON LA INGENIERIA MÉCANICA

La oferta formativa para los ciclos formativos para adultos en el sector mecánico, solo secontempla para los Ciclos Formativos de Grado Medio, y no para Ciclos Formativos de GradoSuperior:

Familia Profesional Ciclos Formativos de grado medio

Fabricación MecánicaMecanizadoSoldadura y Calderería

Mantenimiento de Vehículos AutopropulsadosCarroceríaElectromecánica de Vehículos

B

Análisis d e las cu alific acio nes d el sec to r de in gen iería

B.1 Cuali fic acio nes del sec to r m ecánic o en An dalu cía-España.

SPAIN NAME ENGLISH NAMEOperaciones auxiliares de fabricaciónmecánica

Mechanical manufacturing assitanceoperations

Mecanizado por arranque de viruta Machine toolingMecanizado por abrasión,

electroerosión y procedimientosespeciales

Grinding, electrical discharge

machining and special procedure

Mecanizado por corte y conformado Cutting and shaping machining

Soldadura Welding

Tratamientos superficiales Surface treatment

Diseño de productos de fabricaciónmecánica

Mechanical manufacturing design

Diseño de útiles de procesado de chapa Tools design for metal-sheetmanufacturing

Diseño de moldes y modelos Casts and models design

Chapista y pintor de vehículos Sheet-metal worker

Mantenimiento de estructuras decarrocerías de vehículos

Maintenance of bodywork structures

Mantenimiento de sistemas detransmisión de fuerza y trenes derodaje de vehículos automóviles

Maintenance of vehicle powertransmissions and driveline

Mantenimiento del motor y sus sistemasauxiliares

Motors and auxiliary systemsmaintenance



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Planificación y control del área decarrocería

Bodywork area controller

C. Anál is is de los standards profesionales (descr ipc ión d e los perf i les profesio nales)

Cualificación: Título de técnico en mecanizado.

Links: http://www.mec.es/educa/jsp/plantilla.jsp?id=31&contenido=/formacion-profesional/catalogo/gm/fabricacion/mecanizado.html&area=formacion-

profesional

Competencia general.

Realizar las distintas operaciones en los procesos de mecanizado, controlando los productosobtenidos, así como el funcionamiento, puesta en marcha y paradas de equipos,responsabilizándose del mantenimiento de primer nivel de los equipos, obteniendo la

producción en las condiciones de calidad, seguridad y plazo requeridos

Capacidades profesionales.

- Interpretar planos, especificaciones técnicas, órdenes de fabricación y otras informacionesasociadas a la producción que le permitan realizar su trabajo con eficacia y seguridad.

- Operar y controlar los distintos equipos, máquinas y herramientas, de forma autónoma y encondiciones de seguridad, con la técnica adecuada a la producción, atendiendo a prioridadesestablecidas y a principios de rentabilidad, calidad y plazo exigidos.

- Analizar las posibles prestaciones de las máquinas y equipos que intervienen en el procesode mecanizado, identificando los parámetros de regulación y control, con el fin de obtener el

máximo aprovechamiento de los mismos y proponer posibles mejoras de los procesosproductivos, teniendo en cuenta los parámetros de seguridad y calidad establecidos.

- Responder de la preparación, programación de los equipos de control y puesta a punto ycorrecto funcionamiento de máquinas, herramientas y útiles bajo su responsabilidad,resolviendo las incidencias que surjan en el desarrollo del trabajo y que impliquen laintervención sobre dichos elementos, teniendo en cuenta, además, los parámetros deseguridad y calidad establecidos.

- Poseer una visión de conjunto y coordinada de las fases del proceso de fabricación pormecanizado, comprendiendo la función de los diversos equipos y máquinas, con objeto dealcanzar los objetivos de la producción.

- Interpretar y comprender la información de los instrumentos de control con el fin deintervenir sobre la máquina o sistema para obtener el producto dentro de las toleranciasadmitidas.

- Detectar los diferentes defectos obtenidos durante la producción e identificar los parámetrossobre los que hay que actuar para su corrección.

- Realizar las operaciones de control de calidad en mecanizado, aplicando los procedimientosestablecidos.



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- Organizar el trabajo de los operarios que forman parte de su equipo, realizando elseguimiento de la producción y las comprobaciones de las características técnicas de losproductos mecanizados y supervisando las condiciones de seguridad.

- Cumplir su actividad con orden, rigor y limpieza de acuerdo con la documentación einstrucciones generales recibidas, previniendo los riesgos personales y de grupo derivados

del manejo de máquinas, medios auxiliares y materiales.

- Adaptarse a los diversos puestos de trabajo en relación con el proceso de mecanizado, asícomo a nuevas situaciones laborales generadas como consecuencia de los cambiostecnológicos producidos en la evolución de su profesión.

- Mantener relaciones fluidas con los miembros del grupo en el que está integrado y participaractivamente en la organización y desarrollo de las tareas colectivas para la consecución delos objetivos asignados, manteniendo una actitud tolerante y respetando el trabajo de losdemás compañeros y subordinados.

- Establecer comunicaciones verbales, escritas o gráficas con otros departamentos paraobtener materia prima necesaria para la producción, así como cursar solicitudes de

reparación de los diferentes medios de producción y control o realización de útiles yaccesorios, utilizando siempre el lenguaje técnico adecuado.

- Administrar y/o gestionar una pequeña empresa o taller de tipo autónomo, en los aspectosproductivo, administrativo, comercial y laboral.

- Ejecutar un conjunto de acciones de contenido politécnico, de forma autónoma, en el marcode las técnicas propias de su profesión, bajo métodos establecidos.

- Resolver problemas y tomar decisiones individuales, siguiendo normas establecidas oprocedimientos definidos dentro del ámbito de su competencia, consultando dichasdecisiones cuando sus repercusiones económicas o de seguridad sean importantes.

Requerimientos de autonomía en las situaciones de trabajo:

A este técnico, en el marco de las funciones y objetivos asignados por técnicos de nivelsuperior al suyo, se le requerirán en los campos ocupacionales concernidos, por lo general,las capacidades de autonomía en:

- La preparación de máquinas y equipos de mecanizado por arranque de viruta, abrasión,conformado y especiales.

- La programación y ajuste de variables de mecanizado en máquinas y equipos.

- El mecanizado de piezas unitarias y pequeñas series.

- El mantenimiento de primer nivel de las máquinas y equipos de mecanizado.

- El transporte de materiales y productos necesarios para la realización del mecanizado.

- La comprobación de las características del producto mecanizado.

- La realización de ensayos destructivos y no destructivos.

- La recogida de datos asociados al proceso de mecanizado.

D

Cert i f icación d el aprendizaje no-form al e inform al .



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España tiene una actitud favorable hacia la adopción de sistemas y metodologías para validarel aprendizaje informal. Esta actitud positiva se detecta tanto a nivel público como privado,existiendo una concienciación generalizada de los efectos positivos que este tipo deaprendizaje puede tener en ciertos perfiles profesionales.

A lo largo de los últimos años, España ha impulsado iniciativas que buscan el reconocimientoe incluso la validación del aprendizaje no formal e informal. El impulso de la UE ha sido muypositivo y varios programas LdV y Grundving (incluido el programa Socrates), han fomentadola creación de asociaciones e ideas que gradualmente se han ido implantando en España.

Desde el punto de vista de la Administración Pública, la reforma del sistema de formaciónprofesional ha dado impulso, de forma general, a todo aquello que concierne a lascompetencias profesionales y a los trabajadores. La participación de los Agentes Sociales enlas iniciativas públicas en esta línea, tiene un efecto muy positivo facilitando el acercamientoal mercado de trabajo.

Existe un enorme potencial para la validación del aprendizaje informal y no formal. Actualmente, la principal iniciativa es una desarrollada dentro del marco de la Ley de

Cualificaciones y Formación Profesional, en la que se desarrolla el Catálogo Nacional deCualificaciones.

Las iniciativas desarrolladas en el sector privado son de capital importancia pues resumen elcreciente interés de España por el reconocimiento de las habilidades y competencias que sehan obtenido mediante la formación informal y no formal. Este se debe a la importancia quese le da a esta cuestión a nivel político europeo y a la existencia de una población importanteque podría beneficiarse del reconocimiento de competencias que no han sido obtenidasmediante alguno de los procedimientos tradicionales.



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ROMANIA

A nal iza sistemulu i d e cal i f icar i d in Rom ânia

A. Analiza sistemului de calificari nationale din domeniul ingineriei

Descrierea sistemului educational de bazeaza pe traducerea informatiilor din baza de dateEurydice, cu informatii aduse la zi. Proiectul unei noi legi a învatamântului preuniversitar a fostlansat în dezbatere publica (v. www.edu.ro)

A.1 Învatamântul secundar si post -secundar

Pâna în anul 2003 învatamântul secundar inferior cuprindea doar gimnaziul. (V. 2.4. Structuragenerala si momentele esentiale pentru orientarea educationala). Începând cu anul scolar2003/2004 învatamântul obligatoriu a fost extins la 10 ani. În consecinta, secundarul inferiorinclude acum gimnaziul, dar si clasele urmatoare, a IX-a si a X-a – ofertate pe doua ruteeducationale alternative: ciclul inferior al licelului si “scoala de arte si meserii” (î.p.t.). În noua

structura gimnaziul este consideratca « primul ciclu al secundarului inferior », iar clasele a IX-a si a X-a (indiferent de ruta educationala) sunt considerate « cel de-al doilea ciclu alsecundarului inferior».

Educatia gimnaziala acopera clasele a V-a – a VIII-a si este oferita elevilor cu vârstele între10(11) – 14 (15) ani. Aceasta constituie cel de-al doilea nivel al educatiei de baza, urmând“educatia elementara” dobândita în primele patru clase primare si este oferita, în consecinta,ca educatie generala sau comprehensiva. Caracterul comprehensive este asigurat prinstructura si cntinutul Curriculumului National: aproximativ 90% din dimpil de predare-învatareeste alocat curriculumului de baza (trunchiul comun).

Învatamântul gimnazial poate fi organizat în diferite tipuri de institutii educationale, dar cel maiadesea este cuplat cu învatamântul primar în scoli cu clasele I-VIII (aceasta fiind secventaeducatiei obligatorii pâna în anul 2003). În special în zonele urbane pot fi întâlnite scoli careofera atât învatamânt primar, cât si secundar (clasele I-XII/XIII) sau doar învatamânt secundar(clasele V-XII/XIII).

În fiecare judet exista un numar de scoli care ofera programe educationale complementaresau integrale sportive sau pentru învatamântul vocational (arte). Aceste scoli functioneaza pebaza unui curriculum care asigura dobândirea atât a finalitatilor educationale generale, cât si aobiectivelor educationale specifice nivelului respectiv. (v. 5.4.1, Secundarul inferior), respectivpregatire sportiva sau artistica intensiva. Numarul de ore pe saptamâna pentru aceste tipuride scoli este mai mare decât în cazul programelor obisnuite.

Cu privire la “cel de-al doilea ciclu al secundarului inferior” (clasele a IX-a si a X-a) care au

fost introduce ca parte a învatamântului obligatoriu începând cu anul scolar 2003/2004,acesta este organizat pe cele doua rute educationale alternative : « ciclul secundar inferior alliceului » si « scoala de arte si meserii, ruta progresiva (î.p.t.) Vezi 5.5.2, respectiv

Educatia post-secundara, non-tertiara

Educatia post-secundara non-tertiara asigura educatia si formarea profesionala aprofundatapentru absolventii liceului, pentru obtinerea calificarilor profesionale de nivel 3.

Conform legislatiei în vigoare (Hotarârea de Guvern 721/2004) educatia post-secundara non-tertiara ofera calificari de nivel 3 în urmatoarele domenii:



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? Scoala post-liceala:o Mecanica (7 calificari profesionale);o Mecatronica si informatica (7 calificari profesionale);o Electronica (5 calificari profesionale);o Energetica (4 calificari profesionale);o Constructii, instalatii, arhitectura si sistematizari (17 calificari profesionale);

o Transporturi (6 calificari profesionale);o Industria lemnului (5 calificari profesionale);o Agricultura si alimentatie (8 calificari profesionale);o Protectia mediului (5 calificari profesionale);o Servicii (13 calificari profesionale);o Turism (3 calificari profesionale);o Textile and pielarie (5 calificari profesionale);o Procesarea textului si a imaginilor (7 calificari profesionale);o Economie (7 calificari profesionale);o Asistenta sociala si pedagogica (7 calificari profesionale);

? Scoala de maistri:o Mecanica (9 calificari profesionale);o Electric (5 calificari profesionale);

o Chimie (7 calificari profesionale);o Mine, petrol and gaze (14 calificari profesionale);o Energetic (10 calificari profesionale);o Metalurgic (9 calificari profesionale);o Matriale de constructii (6 calificari profesionale);o Constructii montaj (6 calificari profesionale);o Industria lemnului (8 calificari profesionale);o Transporturi (5 calificari profesionale);o Textile - pielarie (7 calificari profesionale);o Agricultura si alimentatie (13 calificari profesionale);o Artistic (3 calificari profesionale).

Pentru cele mai multe dintre calificarile profesionale oferite prin scoala post-liceala si prin

toate calificarile oferite prin scoala de maistri durata studiilor este de 2 ani pentru cursurile lazi. Pentru cursurile serale si pentru educatia speciala (persoane cu cerinte educationalespeciale) durata studiilor este extinsa conform curriculumului cadru stabilit de catre MinisterulEducatiei si Cercetarii.

Secundarul superior – învatamântul profesional si tehnic

Structura învatamântului profesional si tehnic (î.p.t.)

Parte a învatamântului preuniversitar a carui schimbare recenta rezida înprelungirea duratei învatamântului obligatoriu la 10 clase, învatamântul

profesional si tehnic este organizat prin trei niveluri educationale: învatamântul secundar inferior (ultimii doi ani de studiu ai nivelului ISCED 2, partea învatamântului obligatoriu)

învatamântul secundar superior (ISCED 3) învatamânt postliceal (ISCED 4).

În cadrul învatamântului secundar inferior si superior, învatamântul profesional sitehnic se organizeaza prin doua rute educationale:ruta liceala sau tehnologica care consta în ciclul inferior (2 ani de studiu) si ciclul



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superior (2 ani de studiu) al liceului – filiera tehnologicaruta de profesionalizare progresiva care consta în scoala de arte si meserii (2 anide studiu), anul de completare (1 an de studiu) si ciclul superior al liceului (2 anide studiu). Scoala de arte si meserii (SAM) este denumirea noului nivel educationalcuprins în învatamântul obligatoriu, care din punct de vedere al calificariiprofesionale înlocuieste scoala de ucenici si scoala profesionala pentru care s-aorganizat scolarizarea pâna în anul 2002-2003.

Din punctul de vedere al nivelurilor de calificare adoptate în România potrivitDeciziei Consiliului European 85-368-EEC, învatamântul profesional si tehnicpreuniversitar asigura primele 3 niveluri de calificare, dupa cum urmeaza:nivelul I de calificare prin scoala de arte si meserii;nivelul II de calificare prin anul de completare;nivelul III de calificare prin ciclul superior al liceului – filiera tehnologica si prin

învatamântul postliceal.

Sursa: www.tvet.ro (site-ul official al Centrului National pentru Dezvoltarea Învatamântului Profesional si Tehnic)

? Învatamântul profesional si tehnic le ofera elevilor oportunitatea de a-si continua educatiagenerala si de a dobândi în acelasi timp competente profesionale. Mai specific, î.p.t. esteconstruit ca o ruta având doua scopuri educationale majore, în termeni de rezultate asteptate:educatia generala – garantând elevilor posibilitatea de a-si continua studiile, si pregatireaprofesionala – garantând elevilor posibilitatea de a dobândi o calificare profesionala. Înconsecinta, pe lânga finalitatile generale ale educatiei, asa cum au fost stabilite prin lege,pentru î.p.t. sunt stabilite urmatoarele finalitati specifice:

? Facilitarea insertiei tinerilor în viata activa (tranzitia de la scoala l alocul de munca) ;? Cresterea productivitatii muncii si a dezvoltarii economice a tarii;? Oferirea de oportunitati pentru muncitorii cu nivel de calificare redus de a întelege

evolutia tehnologicasi de a contribui la adaptarea structurilor tehnologice laschimbarile care au loc în mediul socio-economic ;

? Promovarea democratiei în întreprinderi ;? Reducerea tensiunilor sociale ;? Oferirea tinerilor competentele necesare pentru organizarea de activitati

antreprenoriale la propria initiativa, în conformitate cu prevederile legale ;? Asigurarea mobilitatii si a flexibilitatii pe piata muncii si a conditiilor necesare pentru

re-conversia profesionala ca urmare a schimbarilor generate de cerintele pieteimuncii ;

Curriculumul (curriculumul cadru, programele, manualele, auxialiarele curriculare), siobiectivele corespunzatoare ale î.p.t. sunt elaborate pe baza “standardelor profesionale”,construite pe baza unitatilor de competente. În învatamântul profesional si tehnic din România(care asigura formarea profesionala initiala) curriculumul este modular. Standardele depregatire profesionala asigura corespondenta dintre programul de formare si cerintele unuiasau a mai multor standarde ocupationale. Standardele ocupationale specifica ansamblulcompetentelor si nivelurile de performanta cerute pentru a exercita o anumita profesie de pepiata muncii. Standardul de pregatire profesionala prezinta unitatile de competenta alespecializarii (care pot corespunde unuia sau mai multor standarde ocupationale) si, în cadrulfiecareu unitati de competente, competentele care vor fi dezvoltate prin procesele î.p.t.,structurate în : unitati de abilitati cheie, unitati de competente tehnice generale si unitatitehnice specializate.



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Reforma învatamântului obligatoriu care a debutat în anul scolar 2003/2004 a adus schimbarisemnificative în î.p.t. Mai întâi, î.p.t. a devenit una dintre cele doua rute alternative oferiteabsolventilor de gimnaziu pentru finalizarea învatamântului obligatoriu. În consecinta, scopuldual al î.p.t. a fost întarit: pe de o parte, acesta trebuie sa garanteze achizitia competentelorcheie stabilite pentru “cel de-al doilea ciclu al învatamântului secundar inferior”. Vezi 5.4.1.Ciclul secundar inferior.

Pe de alta parte, î.p.t. trebuie sa faciliteze dobândirea competentelor profesionale cerute decalificarea respectiva. În plus, în acest moment, în î.p.t. exista acum o secventa educationalacoerenta garantând calificarea profesionala progresiva: Scoala de arte si meserii (doi ani destudii conducând la obtinerea nivelului 1 de calificare profesionala), anul de completare (o“clasa de trecere” conducând la obtinerea nivelului 2 de calificare profesionala), urmate deultimele doua clase ale liceului tehnologic (conducând la obtinerea nivelului 3 de calificareprofesionala.

Învatamântul secundar superior - Liceul

În conformitate cu prevederile Legii învtamântului (Legea 84/1995) licelul este organizat în trei

tipuri: teoretic, tehnologic si vocational (military, teologic, sportive, artistic si pedagogic).Fiecare tip este împartit în profile si specializari, prezentate în tabelul de mai jos.

Tipul de liceu Profilul Specializarea

FilologieUman

Stiinte sociale

Matematica-informaticaTeoretic

RealStiintele naturii

Telecomunicatii, electronica, automatizari sielectro-tehnica

Mecanica

Lucrari publice

Tehnic

Textile si pielarie

Turism si alimentatie publica

Administrativ

Posta si telecomunicatiiServicii

Economic

Industrie alimentara

Protectia mediuui

Industria chimica

Agriculture, agro-montan si veterinar

Tehnologic

Resurse naturale

exploatarea si protectia

mediuluiForestier si industria lemnului

Muzici mulitare

Matematica-informaticaMilitar

Stiinte sociale

Ortodox

Patrimoniu cultural

Catolic

Vocational

Teologic

Evanghlic-Luteran



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Baptist

Penticostal

Adventist

Unitarian

Reformat

Musulman

Sportiv Specializari sportive

Architectura, mediu ambiental si design

Arte si decoratiuni

Coreografie

Muzica

Arte

Teatru

Educatori, învatatori, institutoriPedagogic Bibliotecar, animator, instructor pentru

activitati extra-scolare, pedagog scolar

Absolventii învatamântului profesional si tehnic pot obtine nivelul 3 de calificare profesionalapentru anumite specializari stabilite de comun acord de catre Ministerul Educatiei si Cercetariisi de catre Ministerul Muncii, Solidaritatii Sociale si Familiei prin hotarâre de govern.Nomenclatorul domeniilor de specializare si al calificarilor profesionale corespunzatoareoferite prin învatamântul professional si tehnic a fost stabilit pentru anii scolari 2002/2003 si2003/2004 prin HG 844/2002 (amendata prin HG 1555/2003), iar pentru anul scolar2004/2005 a fost stabilit prin HG 721/2004.

Durata studiilor liceale este de 4 ani. Pentru învatamântul seral durata studiilor este prelungitacu un an.

Ca urmare a reformei învatamântului obligatoriu, începând cu anul scolar 2003/2004 clasele aIX-a si a X-a ale liceului sunt incluse în oferta educationala pentru ultimii doi ani ai

învatamântului obligatoriu. Conform noilor prevederi din 2003 ale Legii educatiei (Legea84/1955), clasele a IX-a si a X-a ale liceului constituie “ciclul inferior al liceului” si sunt parte a

învatamântului secundar inferior

A.1.1 Obective

În conformitate cu Legea educatiei (Legea 84/1995), educatia din România are drept scopdezvoltarea libera, integrala si armonioasa a individualitatii umane, precum si dezvoltarea uneipersonalitati autonome si creatoare (“idealul educational”). Dezvoltarea personalitatii esteprivita ca o finalitate generala a educatiei si este realizata prin:

? Dobândirea cunostintelor stiintifice si a valorilor culturale nationale si universale;? Dezvoltarea capacitatilor intelectuale, a disponibilitatilor affective si a deprinderilor

practice prin asimilarea cunostintelor umanistice, stiintifice, tehnice si estetice;? Asimilarea tehnicilor de munca intelectuala necesare instruirii si auto-instruirii pe

parcursul întregii vieti (tehnicile învatarii pe tot parcursul vietii);? Educatia în spiritual respectarii drepturilor si libertatilor omenesti fundamentale, a

demnitatii, tolerantei si a schimbului liber de idei si opinii;? Favorizarea sensibilitatii fata de valorile general umane si a celor moral-civice, a

respectului fata de natura si mediul înconjurator;? Dezvoltarea individuala armonioasa prin educatie civica, educatie pentru igiena si

educatie sportiva;



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? Dezvoltarea profesionala a tinerei generatii pentru îndeplinirea activitatilor utile.

Educatia de la toate nivelurile trebuie sa promoveze dragostea fata de tara, fata de trecutulistoric si ata de traditiile poporului roman. Finalitatile generale ale educatiei sunt realizate printehnicile si strategiile de instruire si educatie, cu sprijinul stiintelor educatiei si al practiciiscolare, în conformitate cu finalitatile specifice ale fiecarui nivel educational. Educatia este

oferita tuturor tinerilor, inclusive celor cu cerinte educationale speciale care necesitareabilitare si integrare – fie în institutii scolare specializate, fie în învatamântul de masa.

A.1.2 Tipuri de institutii

Învatamântul secundar si post-secundar non-tertiar din România este organizat sifunctioneaza în mai multe tipuri de institutii educationale (unitati de învatamânt):

? Scoli generale cu clasele I-VIII (învatamânt primar si gimnazial, constituind secventa învatamântului obligatoriu pâna în anul 2003) sau scoli cu clasele V-VIII (gimnaziul);

? Învatamânt profesional si tehnic: Scoala de arte si meserii (doi ani de studiuconducând la calificari profesionale de nivel 1) urmata de un an de completare (un an

de studiu pentru absolventii SAM cu certificate de calificare profesionala, conducândla dobândirea certificatului de calificare profesionala de nivel 2. Sistemul esteorganizat pe niveluri de calificare ;

? Licee (clasele a IX-a – a XII/XIII-a), organizate pe tipuri: teoretic, tehnologic sivocational (military, teologic, sportive, artistic si pedagogic). O parte a liceelorteoretice si cea mai mare parte a celor sportive, a celor de arta si a celor pedagogicesunt organizate împreuna cu nivelul gimnazial si cu cel primar;

? Grupurile scoloare concentreaza scolile care ofera învatamânt profesional si tehnic:licee, scoli de arte si meserii si, în anumite situatii tcoli post-liceale, având acelasiprofil sau profile din domenii înrudite. Grupurile scolare sunt organizate sifunctioneaza ca unitati educationale având management si bugete unice;

? Scolile post-liceale si scolile de maistri sunt institutii care ofera învatamânt de nivelnon-tertiar.

A.2 Educatia continua si formarea pentru tinerii care parasesc scoala si pentru adulti

Legea invatamantului (Legea 84/1995) mentioneaza ca Ministerul Invatamantului si cercetariicoopereaza impreuna cu Ministerul Culturii si Cultelor si alte ministere interesate, cat si masmedia, cultele religioase, universitatile de stat, fundatiile culturale si alte organisme si institutiiin vederea facilitatii accesului la cultura si stiinta a tuturor cetatenilor, indiferent de varsta.Invatare pe tot parcursul vietii face parte din sistemul national de educatie si este consideratca un mijloc de facilitare a accesuslui cetatenilor la schimbarile majore care apar in viatasociala.

Educarea si pregatirea adultului prin intermediul sistemului educational este realizata cu

ajutorul unor programe speciale initiate si organizate de institutii de stat si private printr-unparteneriat social, utilizand metode interactive, in special cele bazate pe support multimedia:invatamantul la distatnta, video-conferinte, pregatire asistata de computer, etc. Educarea siformarea adultilor prin intermediul sistemului de invatamant asigura completarea cunostiintelorde baza, a formarii profesionale si educatiei civice - inclusiv educatie destinata cetateniloractivi.

Criteriile si metodologia acreditarii institutiilor care furnizeaza educatia si formarea adultilor,cat si examinarile finale, certificatele emise si procedurile de certificare sunt stabilite deMinisterul Educatiei si Cercetarii, Ministerul Muncii, al Solidaritatii Sociale si Familiei si/sau deMinisterul Culturii si Cultelor – in functie de tipul programului oferit. In functie de regulamentul



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si procedurile stabilite institutiile care participa la educarea si formarea adultilor pot emitediplome si certificate de absolvire recunoscute pe plan local si/sau national. Aceleasiautoritati sunt responsabile pentru stabilirea normelor metodologice pentru organizarea sidurata programelor de educare si formare a adultilor prin intermediul sistemului educational.Educarea si formarea adultilor prin sistemul educational este asigurat de formatori, din tarasau din strainatate, specializati pe diverse domenii

In mod special in ceea ce priveste completarea educatiei de baza, Ministerul Invatamantului siCercetarii aproba organizarea de cursuri pentru personae care depasesc varsta de 14 ani sicare nu si-au completat studiile primare ( educatia « celei de a doua sanse »). Pentrupersoanele care depasesc cu mai mult de 2 ani varsta corespunzatoare anului de studiurespectiv, educarea in cadrul sistemului de invatamant obligatoriu poate fi acoperit prin alteforme – cursuri serale, invatamant part-time, invatamant la distanta – in functie dereglementarile stabilite de Ministerul Educatiei si Cercetarii. Cursurile serale pot fi organizatede Inspectoratele Scolare judetene pentru VET, invatamantul liceal si invatamantl post-secundar non-tertiar - in functie de de resuesele existente si necesitatile locale. In acest tipde program numarul orelor de curs pe saptamana este redus (24-25), iar numarul anilor destudiu este marit cu unul ( liceul se termina cu clasa a XIII-a ). Cursurile liceale serale,invatamantul part-time si cel la distanta sunt organizate in conformitate cu reglementarile si

conditiile specifice.

In conformitate cu legislatia specifica referitoare la formarea profesionala pentru adulti(Legea 375/2002 care aproba si amendeaza Ordonanta de aguvern 129/2000), adultii suntpersone sufficient de mature pentru a putea stabilii relatii de munca si pentru a participa laprograme de formare profesionala. Adultilor li se asigura drepturi egale in vederea accesuuila formare profesionala, fara discriminare in ceea ce priveste varsta, sexul, originea etnica,orientarea politica sau apartenenta religioasa. Legea referitoare la sansele egale pentrubarbate si femei (Legea 202/2002) reitereaza dreptul egal la accesul, pentru ambele sexe, laformare profesionala, cat si la consiliere si indrumare profesionala. Accesul adultilor (angajatisau neangajati) la formarea profesionala este un drept garantat de Codul Muncii (Legea53/2003).

Formarea profesionala este considerata un mijloc de crestere a sanselor de angajare,impreuna cu informatmatiile profesionale si indrumarea, medierea in domeniul muncii,consultanta si asistenta pentru inceperea unei activitati independente sau a unei afaceri,mariri de salariu si stimularea mobilitatii fortei de munca. Persoaneele care cauta un loc demunca pot participa la formarea profesionala organizata de Agentia Nationala pentru

Angajare sau de alti furnizori, autorizati in conformitate cu legislatia. Somerii au obligatia saparticipe la programe de formare profesionala asa cum recomanda agentia locala de angajariunde sunt inregistrati, in caz contrar li se retrage ajutorul de somaj. Serviciile pre-concediere,care trebuiesc indeplinite de angajatori includ, printer altele, facilitati acordate angajatilorpentru a participa la formare profesionala pe termen scurt. Anumite categorii de angajati sausomeri pot beneficia gratuity, de pregatire profesionala si de alte facilitati. In concluzie,angajatorii trebuie sa ia toate masurile necesare pentru a asigura accesul angajatilor lor laformare profesionala; drepturile si obligatiile angajatorilor si angajatilor pe perioada catangajatii participa la pregatirea profesionala trebuie sa fie stipulate in contractul colectiv sauindividual de munca. Pentru a-si pregati angajatii, angajatorii trebuie sa consulte sindicatelesau, acolo unde se poate aplica, reprezentantii angajatilor pentru a elabora planuri de formareprofesionala in conformitate cu programele de dezvoltare si cu strategiile sectoriale sistrategiile teritoriale.

Accesul la programele de formare profesionala este precedat de informare si indrumareprofesionala. Formarea profesionala a adultilor este organizata pentru institutii, pentruimbunatatirea calificarilor, specializare sau recalificare si functioneaza, in baza unui sistem detransfer de credite – menit sa dovedeasca si sa certifice competentele nou dobandite.Programele de formare profesionala sunt organizate pentru ocupatii, meserii, specializari siprofesii cuprinse in Clasificarea Ocupatiilor din Romania (COR), pentru calificari incluse in



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Lista Calificarilor cat si pentru acele competente profesionale commune unor ocupatii.Progamele de formare, evaluarea si certificarea pe standarde ocupationale sau pe standardede formare professionala.

Formatorii autorizati, care organizeaza programe ce au ca scop recunoscunoasterea pe plannational a certificatelor de calificar au obligatia sa incheie contracte de formare profesionala

cu formatorii. Modelul de contract este aprobat prin Decizia Guvernului 522/2003.Participantii in programele de formare profsionala si cei calificati la locul de munca trebuie satreaca examene de absolvire la incheierea perioadei de formare. Examinarea finala constadintr-un set de teste teoretice si/sau practice care fac dovada dobandirii de competentespecifice programelor de pregatire profesionala. Metodologia de certificare pentru formareaprofesionala a adultilor este elaborata de Consiliul National si aprobat printr-un ordin comun alMinisterului Muncii si Solidaritatii Nationale si Ministerul Educatiei si Cercetarii. Calificareasau certificatele de absolvire insotite de fise descriptive sunt emise in functie de tipulprogramului. Fisele descriptive (dupa modelul Europass) identifica competentele capatatementionate de standardele ocupationale aferente sau de standardele de formare profesionala.

Competentele dobandite in contexte de educatie non-formale sunt evaluate si certificate(certificate de recunoastere pe plan national a competentelor) prin evaluarea competentelor

de centre autorizate de Consiliul National pentru Formare Profesionala a Adultilor (Legea375/2002 care aproba si amendeaza Ordonanta de Guvern 129/2000, si Ordinul Comun4543/468/2004 al Ministerului Muncii si Solidaritatii Nationale si Ministerul Educatiei siCercetarii).

Programele de formare profesionala sunt f inantate din fonduri proprii ale angajatorilor, dinbugetul de asigurari pentru somaj, sponsorizari, dontii si surse externe si/sau de persoanelecare participa la programele de formare. Companiile comerciale, companiile nationale,intreprinderile cooperatiste si de stat si alte institutii pot plati pentru formarea profesionala apropriilor salariati, cheltuielile fiind deduse din taxa pe profit sau, dupa caz, din taxa pe venit.Institutiile finantate de stat/bugete locale pot cheltui fonduri pentru formarea profesionala apropriilor angajati de buget sau din alte surse. Formatorii autorizati care desfasoara activitatide formare profesionala sunt exceptati de la plata TVA-ului pentru aceste activitati.

A.2.1 Obiective generale

Invatamantul pentru adult si formarea prin sistemul educational este realizata cu ajutorul unorprograme specifice initiate si organizate de institutii private si de stat in spiritul parteneriatuluisi utilizand metode interactive in special cele multimedia: invatamantul la distanta, video-conferinte, formare asistata de calculator, etc. Invatamantul pentru adulti si formarea prinsistemul educational au ca scop asigurarea accesului la cultura si stiinta tuturor cetatenilor,indifferent de varsta, in scopul facilitarii accesului la schimbarile majore survenite in societate.Obiectivele generale ale invatamantului pentru adulti si formarii prin intermediul sistemului deinvatamant sunt urmatoarele

? Completarea invatamantului de baza prin educatie repetata sau invatamantcompensatoriu (inclusive invatamantul de tip “a doua sansa”) care seadreseaza tinerilor care abandoneaza scoala si anumitor segmente “de risc”ale populatiei ;

? Formarea profesionala prin: imbunatatirea formarii profesionale si dobandireade calificari profesionale noi – care se adreseaza angajatilor, persoanelor carecauta un loc de de munca, tineri absolventi cu sau fara o calificare, etc.;

? Educatia civica in vederea dobandirii competentelor si atitudinii necesareexercitarii drepturilor si asumarii responsabilitatilor de catre fiecare cetatean –se adreseaza intregii populatii adulte;



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? Educarea si cultivarea aptitudinilor si a intereselor personale pentru cetateniiactivi – se adreseaza intregii populatii adulte.

Formarea profesionala activa (FPC) este considerate un mijloc de crestere capacitatea deangajare, alaturide informarea si indrumarea profesionala, mediere in relatiile de munca,consultanta si asistenta in vederea inceperii unei activitati independente sau a initierii unei

afaceri, a unei mariri de salariu, a stimularii mobilitatii fortei de munca. Obiectivele majore aleformarii profesionale a adultilor sunt urmatoarele:

? Sa faciliteze integrarea idivizilor in conformitate cu aspiratiile lor profesionalesi cu nevoile pietei muncii;

? Sa formeze resursele umane pentru a mari capabilitatea de crestere acompetitivitatii fortei de munca ;

? Sa reactualizeze cunostiintele si sa imbunatateasca formarea in cadrulocupatiilor de baza cat si a celor conexe ;

? Sa schimbe calificarile ca rezultat al schimbarilor structurale de mobilitatesociala sau de modificare in capacitatea de munca a persoanei;

? Sa dobandeasca cunostinte avansate, metode moderne si procedurilenecesare pentru efectuarea evaluarilor profesionale.

Obiectivele specifice educationale sunt stabilite in functie de tipul de program furnizat,standardului professional caruia i se adreseaza (sau, de noile evolutii in standardulprofessional T/VET). In conformitate cu acestea, studiul limbilor straine si folosirea ICT potface parte din programul de formare. De exemplu, Strategia Guvernului referitoare la utilizareaICT in administratia publica (Decizia Guvernului 1007/2001) stabileste ca standardnational ECDL (Permisul european de operare pe calculator) pentru toti angajatii publici.

A.2.2 Tipuri de institutii

Invatamantul si formarea pentru adulti prin sistemul educational (Legea 133/2000 careaproba si amendeaza Ordonanta de Guvern 102/1998) sunt furnizate de institutii de stat

sau private dupa cum urmeaza:

? Unitatile de invatamant si institutiile (liceele si institutele de invatamantsuperior);

? Scolile populare de arte, universitatile populare, centrele culturale publice,bibliotecile, muzeele, casele de cultura si cluburile de tineret si sindicat, alteinstitutii publice sau private – care furnizeaza educatie non-formala pentruadulti;

? Centrele pentru formare profesionala continua din sistemul MinisteruluiIvatamantului si Cercetarii, Ministerului Muncii, Solidaritatii Sociale si Familiei,Ministerului Culturii si Cultelor, alte ministere sau subordonate autoritatiiadministratiei publice locale ;

? ONG-urile si asociatiile profesionale.

Criteriile si metodologia de acreditare a institutiilor furnizoare de ducatie si formare pentruadulti cat si a examinarilor finale si a procedurilor de certificare sunt stabilite de MinisterulIvatamantului si Cercetarii, Ministerului Muncii, Solidaritatii Sociale si Familiei si/sau MinisterulCulturii si Cultelor – in functie de tipul programului furnizat. Aceleasi autoritati suntresponsabile pentru normelor metodologice de organizare si durata a programelor.

Formarea profesionala a adultilor este organizata in doua categorii principale: de stat siprivata. Furnizorii de stat sunt unitati de educatie tehnica si profesionala (SubordonateMinisterului Ivatamantului si Cercetarii) sau centre de formare profesionala , profesionalapentru adulti (subordonate Agentiei Nationale pentru Angajare) care ofera cursuri de formareprofesionala pentru adulti, adaptate la nevoile angajatorilor si avand un curriclum tinta.



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Centrele ofera formare profesionala continua pentru someri cat si pentru persoane angajate.Unele centre opereaza in domenii specifice (e.g. bancar, turism,cinematografie, aviatie,muncitori portuari, formarea profesorilor, etc.).

Centrele de evaluare a competentelor sunt organizatii de stat sau private, autorizate deConsiliul National al pentru formarea Profesionala a Adultilor pentru evaluarea si certificarea

competentelor dobandite in contexte educationale non- formale si informale.

Angajatorii pot organiza programe de formare pentru angajatii lor si, in urma lor, pot acordacertificate de absolvire recunoscute doar in cadrul organizatiei lor. Certificatele unei anumiteinstitutii sunt recunoscute pe plan national numai daca institutia respectiva este autorizata cafurnizor de formare profesionala.

In ultimii ani reteaua de centre ECDL acreditate (procedura de acreditare stabilita de ECDLRomania) s-a dezvoltat in mod semnificativ – inclusive un numar mare de licee si institutii deinvatamant superior. Aceeasi situatie se intalneste in cazul centrelor de formare specializatepe limbi straine (inclusive cele care ofera formare pentru testele internationale de limba).

B. Tabloul profesiilor din zona ingineriei

În România se opereaza cu doua notiuni/concepte: calificare si ocupatie. Calificarea are unsens mai larg si permite practicarea mai multor ocupatii. Calificarile se obtin prin formareprofesionala initiala sau prin formare profesionala continua.Exista doua Nomenclatoare de calificari , ambele aprobate prin ordine comune ale ministruluieducatiei si cercetarii si ale ministrului muncii, solidaritatii sociale si familiei, care cuprindcalificarile ce se pot dobândi prin formare profesionala initiala, respectiv prin formareprofesionala continua. Exista calificari care se regasesc în ambele nomenclatoare, dar existasi calificari specifice fiecarui nomenclator în parte.Ocupatiile sunt înscrise în Clasificarea ocupatiilor din România, document aprobat prin ordincomun al ministrului muncii, solidaritatii sociale si familiei si al presedintelui Institutului

National de Statistica.Programele de formare profesionala initiala se organizeaza numai pentru calificari, în timp ceprogramele de formare profesionala continua se pot organiza atât pentru calificari, cât sipentru ocupatii.Pentru simplificarea activitatii în cadrul proiectului, au fost extrase numai ocupatiile dinClasificarea ocupatiilor din România, acesta fiind documentul cel mai cuprinzator sub aspectulidentificarilor profesiilor, pentru toate nivelurile de calificare/educatie. Selectarea ocupatiilorpentru sectorul mecanic s-a facut de Comitetul Sectorial „Constructii de masini, mecanica fina,echipamente si aparatura”.

C. Analiza standardelor profesionale folosite in descrierea profesiilor.

Pentru fiecare profesie mentionata la punctual B, exista un profil care contine trimiteri atat lareglementarile educationale respective cat si la procedurile de examinare. Atât formarea profesionala initiala, cât si formarea profesionala continua se bazeaza pecompetente. În formarea profesionala initiala, se folosesc standarde de pregatire profesionala(Training Standards). În formarea profesionala continua se folosesc standarde ocupationale(Occupational Standards), dar, deoarece numarul de standarde ocupationale elaborate pâna

în prezent (419) este insuficient, pentru programele de calificare se folosesc si standardele depregatire profesionala.

Atât standardele ocupationale (aprobate de Consil iul National de formare Profesionala a



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Adultilor – National Adult Trainig Board), cât si standardelele de pregatire profesionala(aprobate de Ministerul Educatiei si Cercetarii) sunt documente cu aplicabilitate nationala.

Un standard ocupational cuprinde:- Descrierea ocupatiei;- Unitatile de competenta;

- Elementele de competenta care intra în structura fiecarei unitati de competenta;- Criteriile de realizare, pentru fiecare element de competenta;- Gama de variabile, pentru fiecare unitate de competenta;- Ghid de evaluare, pentru fiecare unitate de competenta.

În continuare, este prezentat un standard ocupational, dar într-o forma simplificata (???)

Romanian name English translation

Lista de ocupatii din domeniul ingineriei/ Occupational list in the machine buildingfield

Ambutisor, presator la caldmoulders, forging-pressworkers

acoperitor metale metal cover worker

Ascutitor laminate la caldpolishers for hot-rolledlaminars

ascutitor laminate la recepolishers for cold-rolledlaminars

ascutitor scule, instrumente medicale si obiecte ce uz casnictool, medical instruments andhousehold utilities sharpeners

brosator broach worker

cazangiu recipientesheet-metal workers forcontainers

cazangiu tevar sheet-metal workers for pipes

calitor prin inductie sau cu flacarametal heat-treating-plantoperator

calitor sculemetal heat-treating toolsoperator

confectioner cutite, brice, bratari, andrele, agrafe, inele

knives,rasors,bracelets,knitting needles,broches,ringshandicraft workers

confectioner plase din sârma wire net-makers

constructor - montator de structuri metalicestructural-metal builders anderectors

controlor de conformitate în industria de masini

conformity checker in the

machine industrycuratitor sablator sandblast cleanner

curatitor, degresator piese si aparate opticeungreasing optical pieces andequipment worker

debitator semifabricate material dividing workers

debitator - ebosatordividing, rough-machineworker

depanator ascensoare elevator fitterselectromecanic auto motor vehicle mechanicsfierar blacksmithsfinisor ace si accesori structural-metal finisher

forjor arcurar forging worker



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forjor manual manual forging workerforjor matriter forging-press workerforjor mecanic mechanic forging worker

formator tevi prin sudare plumbing pipe shaperfrezor la masini roti dintate metal toothed wheel-grinders

frezor universal milling -machine operatorfrigotehnist refrigerator fittersgauritor filetator drill and thread workergravor manual manual engravergravor mecanic mechanic engravergravor placi metalice metal plate engraverhonuitor honing worker

lacatus constructii metalice si navalestructural-metal and shippreparers

lacatus mecanic mechanic fitterlacatus mecanic de întretinere si reparatii universale services and fitting mechanics

lacatus montator

lacatus montator agregate energetice si de transportmechanic fitter for power sets

and transportation

lacatus montator pentru utilaje industriale, de constructii siagricole

industrial, building andagricultural machineryassemblers

lacatus revizie vagoane wagon mechanic fitter

Lacatus SDV maintenance mechanicLepuitor lepping workerlipitor de placute la scule aschietoare cutting tools weldersmaistru cazangerie boiler shop technicianmaistru electromecanic electromechanic technician

maistru frigotehnist refrigerating machinestechnicianmaistru instalatii navale vessel equipment technician

maistru întretinere si reparatii masini-unelte, utilitati, service,prototipuri

maintenance and fitting tool-machines, equipments,services,prototypes technician

maistru lacatus constructii metalicemetal -structure mechanicaltechnician

maistru lacatus mecanic mechanical technicianmaistru mecanic mechanical locksmith

maistru mecanic automotor vehicle mechanical

technician

maistru mecanic masini si utilaje pentru constructii

building machines andequipment mechanicaltechnician

maistru mecanica agricolaagricultural mechanicaltechnician

maistru prelucrari mecanicemecanical treatmenttechnician

maistru presator metale metal pressing technicianmaistru sculer matriter pressman technicianmaistru sudura welding technicianmaistru termist tratamentist heat treatment technician



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maistru termotehnist heat engineering technician

masinist la confectionarea ambalajelor metaliceoperator for metal emptiesbuilding

masinist la fabricarea acelor si accesoriiloroperator for needles andaccessories building

masinist la linii automate aschietoare

operator for automatic cutting

tools line

masinist la masini speciale de aschierespecial cutting machineoperator

masinist la masini speciale fara aschierespecial non-cutting machineoperator

mecanic agricol agriculture mechanicmecanic auto motor vehicle mechanicmecanic aviatie aircraft engine mechanicmetrolog metrologist

modelier meta metal mouldermodelier naval vessel moulder

modelor prototipuri auto

motor vehicle protoipes

mouldernitrator nitratorpolizator metal wheel-grinder

presator metale la rececold-rolled metals pressworker

rabotor mortezor roti dintatetoothed wheel planer and

shaper

rabotor mortezor universal general planer and shaperrectificator dantura caneluri mortise teeth grinderrectificator universal general grinderreglor benzi montaj assembling belt setter

reglor masini unelte machine-tool setterreglor montator assembling settersculer matriter tool-makerstrungar la masini de alezat boring machine turner

strungar la masini de prelucrat în coordonatecoordonated working-machineturner

strungar la masini de strunjit roti cai feratewheel shaping-machine

turner

strungar la masini orizontale horizontal machines turner

strungar la strung caruselturning and boring lathe turner/ worker

strungar la strung paralel si de detalonat backing -off lathe turner

strungar la strung revolver capstan lathe turnerstrungar universal general turnersudor welder

sudor cu arc electric acoperit sub strat de fluxwelder with electric arc underflow layer

sudor cu arc electric cu electrod fuzibil în mediu de gazprotector

welder with electric arc andfusible electrode in gasprotecting medium

sudor cu arc electric cu electrod nefuzibil în mediu de gazprotector

welder with electric arc andnon- fusible electrode in gasprotecting medium

electric arc manual turner



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sudor manual cu arc electric

sudor manual cu flacara de gaze r gase flame manual turnerSanfrenato chamfering workerslefuitor metale metal grinderstantator pressmantehnician constructii navale vessel buiding technician

tehnician determinari fizico- mecanicephysico-mechanicaldeterminations technician

tehnician electromecanic electromechanic technician

tehnician frigotehnistrefrigerating machinesengineer

tehnician masini si utilajemachines ,equipmenttechnician

tehnician mecanic mechanic technician

tehnician mentenanta mecanica echipamente industrialeindustrial equipmentmaintenance technician

tehnician prelucrari mecanice

mechanical processing

technician

tenician proiectant mecanicmechanical designertechnician

tehnician sudura welding technician

tehnician tehnolog mecanicmehanical technologisttechnician

termist - tratamentistmetal heat-treating-plantoperator

tinichigiu carosier sheet-metal body worker

tinichigiu industrial industrial sheet-metal workertinichigiu structurist de aviatie aircraft sheet -metal workertrasator marker-off techniciantubulator naval vessel fauceting workervopsitor auto motor vehicles paintersvopsitor industrial industrial painters

Fine mechanics specific occupations

giuvaergiu common metals jewellergiuvaergiu de meatle pretioase precious metals jeweller

ceasornicar watchmakerSudor mecanica fina fine mechanics blacksmithMaistru mecanica fina fine mechanics technician

Metrolog si reparator mecanica fina,tehnici digitale sianaloage

metrologist and finemechanics repairer, digital andanalog technics

Metrolog checking metrologist

Slefuitor metale pretiosemechanic shaper for preciousmetals

Fierar AMC AMC blacksmithBijutier goldsmith

Occupations situated between two sectors, "electric and mechanic"



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Electrician auto motor vehicle electrician

Electrician de mentenanta si echipamentemaintenance and equipmentelectrician

Electrican naval vessel electrician

Mecanic electric auto si de echipamente electrice

motor vehicles and electricequipment electricalmechanics

C . Analiza standardelor profesionale folosite in descrierea profesiilor

Pentru fiecare dintre profesiile mentionate la punctul B corespunde un profil care continetrimiteri la reglementari educationale si proceduri de examinare.

Atât formarea profesionala initiala, cât si formarea profesionala continua se bazeaza pecompetente. În formarea profesionala initiala, se folosesc standarde de pregatire profesionala(Training Standards). În formarea profesionala continua se folosesc standarde ocupationale(Occupational Standards), dar, deoarece numarul de standarde ocupationale elaborate pâna

în prezent (419) este insuficient, pentru programele de calificare se folosesc si standardele depregatire profesionala.

Atât standardele ocupationale (aprobate de Consiliul National de formare Profesionala a Adultilor – National Adult Trainig Board), cât si standardelele de pregatire profesionala(aprobate de Ministerul Educatiei si Cercetarii) sunt documente cu aplicabilitate nationala.

Un standard ocupational cuprinde:- Descrierea ocupatiei;- Unitatile de competenta;- Elementele de competenta care intra în structura fiecarei unitati de competenta;- Criteriile de realizare, pentru fiecare element de competenta;- Gama de variabile, pentru fiecare unitate de competenta;- Ghid de evaluare, pentru fiecare unitate de competenta.

În continuare, este prezentat un standard ocupational, dar într-o forma simplificata (???)

Sudorul

Sudorul este lucratorul care, utilizand procedee specifice, executa operatia de sudare.

Sudarea este procedeul de imbinare a produselor metalice care presupune topirea metaluluiin zona de imbinare cu ajutorul unor surse de caldura. Functie de sursa de caldura folositaidentificam doua procedee : sudarea cu gaze si sudarea electrica.

Cunostinte necesare sudorului? Modul de functionare si intretinere a aparatelor, masinilor, echipamentelor

utilizate.? Notiuni de sudabilitate a materialelor metalice.? Conditiile tehnice ce trebuie respectate? Procedurile de sudare .? Parametri de sudare.? Materialele de adaos si de protejare a sudurii.? Documentatia tehnologica.

I. Sudarea cu gaze este procedeul tehnologic de îmbinare a pieselor metalice care folosestecaldura dezvoltata de arderea unui combustibil gazos în amestec cu oxigenul. Cele maiutilizate gaze combustibile sunt : acetilena, hidrogenul, gazul metan si produse petrolierelichefiate (propan si butan).



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Sudura se poate executa manual utilizand utilajele specifice postului de sudura sau mecanizatfolosind masinile automate de taiat/sudat (cu unul sau mai multe posturi).

Echipamentul de baza folosit de sudor este compus din :? generator de acetilena cu supapa de siguranta (daca gazul combustibil utilizat

este acetilena) sau butelii pentru înmagazinarea gazului combustibil cu

reductor de presiune ;? butelie de oxigen cu reductor de presiune;? trusa de sudura (suflaiuri, aparat de taiere si garnitura de becuri de diferite

dimensiuni);? furtune de presiune din cauciuc armat pentru transportul gazelor;? accesorii (ochelari cu sticla protectoare, perie de sârma din otel moale,

ciocane de sudura, manusi.).

Operatiile executate prin folosirea echipamentului specific sudarii cu gaze sunt :a. taierea si decuparea materialelor metalice,b. incarcarea (umplutura) cu adaos metalic a pieselor cu defecte din turnare sau uzate,c. lipirea metalelor si aliajelor neferoase,d. calirea superficiala a pieselor,

e. metalizarea suprafetelor metalice,f. lipirea placutelor dure pe sculele aschietoare,g. sudarea propriu-zisa, inbinarea nedemontabila a materialelor metalice, in puncte sau

continua.

Principalele activitati desfasurate de sudor :? preluarea documentatiei tehnice, a pieselor/semifabricatelor ce trebuie

imbinate,? studierea si respectarea conditiilor impuse de documentatia tehnica,? pregatirea automatelor, dispozitivelor, echipamentelor si materialelor

necesare;? prinderea si montarea subansamblelor în vederea sudarii/taierii,? prepararea aliajelor pentru lipire, alegerea fondantilor si fluxurilor

(dezoxidanti),? utilizarea materialului de adaos,? manipularea recipientilor/buteliilor cu gaz,? executarea operatiei propriu-zise,? reglarea si supravegherea masinilor automate,? indepartarea zgurii formate pe cusatura ,? depozitarea materialelor de adaos, fluxurilor si pastelor pentru sudura si lipire,? identifica principalele defecte; stabileste cauzele si masurile de prevenire,? predarea documentatiei tehnice si a produselor .

II. Sudarea electrica este procedeul tehnologic de îmbinare a pieselor metalice care folosestecaldura dezvoltata de arcul electric format intre electrod (de grafit sau metalic) si piesa desudat sau de rezistenta pe care o opun piesele la trecerea curentului electric.

Sudarea cu arc electric se poate executa: cu arcul descoperit sau acoperit, în mediude gaze protectoare sau în baie de zgur a.

Echipamentul folosit la sudarea manuala cu arc electric sunt:- agregat de sudur a : aparat de sudura sau convertizor,- cleste port electrod,- cabluri pentru conducerea curentului electric,- accesorii (masca cu geam protector, perie de sârma din otel, ciocan de sudur a,

manus i, jambiere s i sor t de piele.),



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In cazul sudurii semiautomate sau automate , posturile de sudur a sunt echipate cu:? generatoare de curent continuu,? carucioare automatizate pentru debitarea s i deplasarea materialului de adaos

în lungul îmbinarii,? role s i dispozitive automatizate pentru aducerea locului de sudat în dreptul

materialului de adaos care este debitat de catre capul de sudur a.

Materiale folosite :Electrozi metalici cu invelis protector, electrozi de grafit, sarma de sudura, gazeprotectoare.In cazul sudarii prin rezistenta sunt folosite mas ini de constructie speciala s iadecvate pentru diferite lucr ari.

Operatii executate prin utilizarea echipamentului specific sudarii electrice :a. imbinarea nedemontabila a materialelor metalice, in puncte sau continua,b. taierea si decuparea materialelor metalice,c. incarcarea (umplerea) cu material de adaos a pieselor cu defecte din turnare sau uzate,

Principalele activitati? preluarea pieselor/semifabricatelor si a documentatiei tehnice,? studierea si aplicarea documentatiei tehnice,? pregatirea si verificarea echipamentelor , aparatelor, materialelor necesare,? prinderea s i montarea subansamblelor ,? manipularea recipientilor cu gaz protector,? executarea operatiei propriu-zise,? depozitarea electrozilor si a celorlalte materiale de adaos,? indepartarea zgurii formate pe zona de imbinare,? reglarea si supravegherea masinilor automate si semiautomate,? identificarea si remedierea defectelor,? predarea documentatiei tehnice si a pieselor sudate.

Slefuitorul metale

Slefuitorul metale este lucratorul care efectueaza operatia de slefuire a materialelormetalice.

Slefuirea este operatia de prelucrare mecanica fina si foarte fina a suprafetelor plane saurotunde; se poate executa manual sau mecanizat cu ajutorul utilajelor , sculelor, dispozitivelorsi materialelor specifice.

Slefuirea se executa ca operatie pregatitoare a suprafetelor (in vederea acopeririiacestora cu vopsea sau alte materiale, inclusiv metalice) sau ca operatie finala (in vedereaobtinerrii unui grad de rugozitate a suprafetei foarte mic sau pentru obtinerea efectului destralucire a suprafetei).

Echipamentul folosit de slefuitor cuprinde :

- polizorul fix sau portabil,- utilaje/masini speciale pentru slefuit ,- perii de sarma- pietre, discuri si benzi abrazive,- hartia de slefuit si panza de slefuit,- perii si discuri din pasla, burete sau bumbac,- pulberi si paste abrazive.

Activitatile desfasurate de slefuitor :- preluarea si studierea documentatiei tehnice,- preluarea pieselor de prelucrat,- pregatirea materialelor abrazive, alimentarea masinilor,- pregatirea, verificarea, reglarea, exploaterea si intretinerea utilajelor /masinilor folosite,



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- depozitarea si predarea pieselor slefuite,- identificarea si remedierea neconformitatilor,- executarea slefuirii piesei cu respectarea tehnologiei si a succesiunii operatiilor,- montarea si demontarea sculelor, dispozitivelor, materialelor de slefuit,- controlul suprafetelor prelucrate.

D. Validarea educatiei non formale si informale

Pentru a dezvolta o cultura de invatare pe tot parcursul vietii si in concordanta cu politicileUE, Romania a adoptat o politica nationala de invatare pe tot parcursul vietii si a inregistratpasi concreti in vederea implementarii acesteia, iar acest capitol are drept scop sa puna ladispozitie aspecte de validare a educatiei non formale si informale. Practicile arata crestereaconstientizarii asupra nevoii de a opera cu o viziune globala in sustinerea validarii educatieinon fromale si informale.

Ca actiuni cheie in acest domeniu se vor acorda prioritati in :? a sustine educatia non formala si informala printr-o recunoastrere sociala si

manageriala, extindere si diversificare a potentialului de invatare ;

? a promova initiative de formare si educatie in cadrul unor programeeconomice, sociale si regionale ;? a creste si a divesifica numarul oprtiunitatilor de invatare in vederea stimularii

unei cereri mai mari de educatie ;

In ciuda efortutilor generale si a unor evidente progrese pe care Roamnia le-a inregistrat invederea implementarii Memorandumului UE cu privire la invatraea pe tot parcursul vietii, maiexista o seama de ramaneri in urma , dificultati si constrangeri care trebuie sa fie rezolvateadecvat in urmatorii ani.

In anii ce vor veni politici si masuri vor fi necesare pentru a diminua granitele care exista intreformarea si educatia initiala si cea continua ( profsionala), cata si intre educatia non formala siinformala. Unul din instrumentele acceptate la nivel local pentru a pune in practica acest

obiectiv este elaborarea unui Cadru National al Calificarilor.

Pentru a conferi valoare de piata acestui Cadru National al Calificarilor, dezvoltarea arenevoie sa fie facilitata printr-un dialog social tinand cont de interesele sectoriale. Aceatsainseamna elborarea de masuri care sa puna un accent pe reprezentarea sectoriala si pepartenerii sociali.

Este nevoie de politici care sa duca la cresterea accesului la servicii de consiliere siacompaniere pentru adulti si a membrilor comunitatii locale, precum si nevoia ca acesteservicii sa nu se limiteze doar la dimensiunea strict profesionala, ci si la dezvoltarea din in cemai mult a unei dimensiuni sociale si a unor aspecte legate de cetatenie.

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