Guideline for planning Vocational Maintenance Education and Training Manual

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1 Guideline for planning Vocational Maintenance Education and Training Manual 1

2 Page 2 (20) Looking for a career in a rapidely growing sector? - Like to broden your horizon by upgrading your current qulification? An important way for European industry to strengthen its capability is to improve their maintenance processes. Unplanned disturbance in the production process limits Europe capability to compete at the international market. The best way to improve the situation is to improve and add competence in the maintenance team. Vocational education and training in maintenance leading to World Class Maintenance In the EU commissioned project Vocational Training in Maintenance (VTM) has developed a vocational education and training programme for multi-skilled maintenance technicians. All the curricula were developed with reference to the guidelines set down in the European Qualifications Framework (EQF) and the ECVET systems; all subject content is based on a comprehensive industrial survey. This comprehensive market investigation was carried out through direct contacts with working maintenance managers and technicians and has influenced considerably the 47 subject categories that comprise the VTM programme. The European requirements for transparency and trans-national recognition of competences and qualifications has been addressed by the VocTrainMaint project, by developing national and sectional qualifications systems adapted for: - Euro pass portfolio including ECSO, - ECVET system, and 2

3 - European Qualifications Framework (EQF) by using validation of prior learning as a quality assurance tool. Nuclear power Industrial Automotive Train and railways Hospitals Program for technicians 47 subjects Buildings Medicine Paper and mill Windmills Ships Food Steel and mines By breaking down the individual branches of competence required to subject level the curricula covers nearly 90% of the vocational education and training needs. This is a unique approach in the maintenance sector and will simplify both training and prior learning validation. The results in all curricula follow European Credit system for Vocational Education and Training (ECVET). ECVET aims to give people greater control over their individual learning experiences and make it more attractive to move between different countries and different learning environments. ECVET is a European system of accumulation (capitalisation) and transfer of credits designed for VET in Europe. It enables the attesting and recording of the learning outcomes of an individual engaged in a learning pathway leading to a qualification, a vocational diploma or certificate. Europe needs a new generation of maintenance technicians In the current dynamic global economic environment, European Industry has to compete for business with many other industrial economies. While major strides have been made, in research and development of new products, in improving equipment efficiency and the introduction of Lean Manufacturing Techniques there is now a business need for a more effective, efficient and enhanced maintenance technician. 3

4 An industrial survey that was carried out in six EU countries established that a gap exists between the current maintenance education qualification and the skill sets required by industry. As a response to these issues the EU prioritised the development of new and innovative training programmes and methods to minimise this gap. The European Union funded (Life Long Learning) project VocTrainMaint was established as a vehicle to help achieve this priority. The output of the project is a simple, practically oriented programme of education and learning for the enhancement of the maintenance technician qualification. These certified innovative courses will bring added value to maintenance workforces in the European Union and adapted for all EFNMS* countries. EFNMS = European Federation of National Maintenance Societies Europe needs about 100, 000 new multi skilled practical working maintenance technicians per year to cover the needs after retirements and promotions. A new way to plan maintenance vocational education and training Mechanical Maintenance Maintenance know-how software Electrical / Electronic Maintenance specialist The VET programme is developed in collaboration with industry experts. This VET programme is ideally suited to school leavers and those with a technical background that are interested in enhancing their qualifications and career prospects in a rapidly changing industrial environment. The requirements are multi skilled capabilities for nearly all maintenance staff. The rapid implementation of automated systems and the rapid introduction of new techniques has highlighted the requirement for new skills and competences. 4

5 Target groups Unemployed - Basic training in mechanical, electrical and maintenance EQF level 4 and 5 Working staff needed training in LLL - Training in mechanical, electrical and maintenance EQF level 4 and 5 Vocational schools at upper secondary level - Training mechanics and electricians in maintenance EQF level 4 Adult vocational schools at post upper secondary level - Training of maintenance technician EQF level 5 - Training of maintenance teachers in practical subjects University - Training of teachers in pedagogic and theoretical subjects EQF level 6 Research direction Education level University College of higher vocational learning The new vocational education and training Basic vocational training Training level Applied development direction The vocational training must change the direction and concentration. The practical work must contain more theoretical subjects in order to understand the processes and the practical oriented work must handle all new techniques. This is a guideline for planning maintenance education and training adapted to the practical oriented workforce. In a majority of European industry this category is forgotten in the process to improve profitability. This innovative programme has been developed in response to the requirement of modern industry for a more pro-active, efficient and quality 5

6 orientated maintenance professional. The flexible nature of the curriculum will allow learners to enter the programme at various levels of the education system, and a process for assessing prior knowledge will insure the student will study only relevant subjects. If you wish to start a career as a maintenance technician or if you want to upgrade your current qualification then this course is for you. Completion of this programme will give you the milti-skills and knowledge needed to develop your competence and expertise which will add value to your employer and yourself. On completion of this study programme learners will expect to find employment in the following areas: EQF level 4 programme EQF level 5 programme EQF level 6 programme Maintenance subjects in existing vocational courses for mechanics and electricians VocTrainMaint Curricula Training of vocational teachers in maintenance Short courses adapted for industry Two years Maintenance Technician courses Project background and Future Developments Good vocational education and training standards are an important requirement for European industry. A good combination of academically developed techniques and methods and practical oriented hands on training will be the key to strengthen European industry. For the technical occupations more theoretical subjects are needed and the rapid technical developments in European industry with more advanced automation have dramatically changed the technical platform in basic vocational education. Planning of courses in maintenance The three curricula are form a guideline for planning vocational education and 6

7 training, this information is presented in six chapters: Chapter 1 General competence in work planning and safety Chapter 2 Competence in maintenance Chapter 3 Competence in mechanically subjects Chapter 4 Competence in energy and facility handling Chapter 5 Competence in electronic and programming Chapter 6 Basic in mathematics, physics and chemistry Chapters 1 and 2 contain subjects relating to general business matters and theoretical aspects of maintenance technology. Chapters 3, 4 and 5 cover the technical platform of maintenance work and its applications. Chapter 6 contains syllabi on mathematics, physics and chemistry which are fundamental to understanding modern industrial processes. The complete programme consists of individual subjects and can be taken on full-time or modular basis. Each modular course will be awarded credits under the European Credit Transfer and Accumulation System (ECTS) and can be accumulated to achieve one of the three major award levels. The ECTS allows for greater transparency in higher education across the European Union and facilitates the recognition of all studies. All curricula are based on Learning Outcomes. This mixture of knowledge, skills, abilities, attitudes and understanding are imbedded in the work. All courses can be produced as separately short courses on distance or day courses adapted for al ready employed personnel. Maintenance competences 1. EFNMS general competences 2. EFNMS maintenance competencies 3. Mechanics 10 subjects 12 subjects Technical competencies 4. Buildings Sustainability 5. Electric/ electronic Automation 6. Mathematics Physics 10 subjects 6 subjects 7 subjects 2 subjects 7

8 The VocTrainMaint project has developed a suite of innovative training programmes for maintenance technicians, in order to improve their employability, mobility and added value to the enterprise they are employed by. Three levels of planning documents Three curricula distributed on EQF level 4, 5 and 6 are a guideline for planning of vocational education and training. The information is presented in six chapters: Based on extensive input from both industrial professionals and academic institutes the following technical programmes were developed. - Maintenance Technician at EQF-level 5 - Vocational Teachers in Maintenance at EQF-level 6 - Maintenance mechanics and electrician (automation) at EQF-level 4 Guideline for planning vocational training in maintenance (Web) Curriculum for Maintenance oriented vocational teachers (Web) EQF level 6 Curriculum for Maintenance Technicians (Web) EQF-level 5 Curricula for Maintenance oriented Mechanics and Electricians (Web) EQF-level 4 How to work On the website you will find basic information about the mix of subjects needed to build up the competence level for maintenance. 8

9 Continues developing process Given the current dynamic global environment it is important that the VTM program can continue to develop and adapt to the changing needs of European industry. Therefore this work will form a template by which continuous developments can be incorporated into vocational education programmes and adapted to local requirements. European regulations Vocational education or vocational education and training prepare trainees for jobs that are based on manual or practical activities, traditionally non-academic, and totally related to a specific trade, occupation or vocation. It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques. European Qualification Framework (EQF) All European education and training will in the future follow the EQF scale including primary schools to top level at University. The VTM maintenance curricula are following the new EQF guidelines. Maintenance vocational teachers will be at Bachelor level EQF 6, Maintenance Technicians EQF-level 5 and Maintenance oriented mechanics and Maintenance oriented electrician EQF-level 4. Level 4 is upper secondary level, level 5 post upper secondary level and level 6 bachelor level. Learning outcomes Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. A learning outcome is also a written statement of what the successful student/learner is expected to be able to do at the end of the module/course unit or qualification. They are usually defined in terms of a mixture of knowledge, skills, abilities, attitudes and understanding that an individual will attain as a result of his or her successful engagement in a particular set of education experiences. European Credit Transfer and Accumulation System (ECTS) ECTS makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. 9

10 Planning of individual vocational education and training Using the ECTS system to develop subject modules that can be taken in 5 or 10 credit units, will allow the course planner flexibility in course delivery. Additional benefits are that courses can be easily adapted to individual national vocational systems, and to the specific requirement of the learners; e.g. students and adult learners. The development team has created a template for future work, which represents what the European maintenance sector requires for World Class Maintenance. The subjects are planned with prerequisites and some with co-requisites in order to facilitate the individual planning. If some courses require other course/s as a platform this is mentioned. Vocational Teachers Post upper secondary school Practical/theoretical level Multi skilled Mechanics Mechanics Electricians Secondary school EQF Level 8 EQF Level 7 EQF Level 6 EQF Level 5 EQF Level 4 EQF Level 3 EQF Level 2 EQF Level 1 University Academically level Technician Upper secondary school or Vocational school Lowest acceptable Practical/theoretical level in the industry If you need all detailed syllabi The primary objective is to improve qualifications and employability of maintenance technicians by appropriate VET training, in line with the Copenhagen Declaration thereby making sure that the maintenance technicians in Europe have an acceptable theoretical standard. The 10

11 curriculum has also addressed the importance of teachers training and will ensure that all instructors have appropriate levels of knowledge and delivery skills. The consortium behind the development of this programme comprises of six partner countries with expertise in two primary areas - vocational training and industries professionals. The vocational schools involved comprised two types - basic training and adult education. The industries were represented by National Maintenance Societies of the participating country. The industrial requirements are based on the specifications agreed by 21 National Maintenance Societies, belonging to the European Federation of National Maintenance Societies (EFNMS). The results from the project will be re-incorporated into the EFNMS specification for implementation in the 21 countries by the National Maintenance Societies. The long term European goal is to create a practical and technically relevant vocational maintenance training programme which is particularly suited for European industries and incorporates the lifelong learning philosophy. The primary outcome of the project has been a maintenance oriented curricula for the teachers training, post secondary vocational training, basic vocational training and a framework for related e-learning and textbooks. This project has resulted in a more transparent and recognised standard for maintenance competences in Europe. By using the European Framework of Qualification (EQF) as the reference quality standard for developing the curricula the project consortium have been able to easily integrate the vocational programmes in to the individual national education system. By incorporating 47 subjects as a guideline, the vocational training programme can be adapted to a large variety of maintenance sectors across all industrial sectors. Guideline for planning vocational training in maintenance (Web) Curriculum for Maintenance oriented vocational teachers (Web) EQF level 6 Curriculum for Maintenance Technicians (Web) EQF-level 5 Curricula for Maintenance oriented Mechanics and Electricians (Web) EQF-level 4 11

12 The project has created a qualification platform for the future European maintenance workforce personnel and upcoming training programmes and validation processes will create outstanding capability in the maintenance sector: 1. Qualification platform 2. Adapted curricula 3. Validation system Benefits on completion of VTM programme - A recognised qualification in one of Europe s fastest growing sectors - Ability to build on basic qualifications and progress along the EQF system at own pace. - Qualifications mapped to Europass which allows recognition and mobility across EU States. Training of vocational teachers Good vocational education and training standards are an important requirement for European industry. A good combination of academically developed techniques and methods and practical oriented hands on training will be the key to strengthen European industry. Without good vocational teachers the next generation of practical working staff will not possess the knowledge and skills set needed to add competitive value to their organisation. Qualification requirements for vocational teachers differ a lot between European countries. Some countries require bachelor level instructors while other countries accept technician level experience with added pedagogical educations. For the technical occupations more theoretical subjects are needed and the rapid technical developments in European industry with more advanced automation have dramatically changed the technical platform in basic vocational education. A wide gap between what the vocational schools are delivering and what the industry requires is the result. Vocational teachers will be required for both EQF education level 4 and 5. Therefore the teachers must be trained to EQF level 6 of the teachers 12

13 education and training programme. Our curricula can be use in two ways: 1. In shorter courses for employed vocational teachers 2. As a two years course for persons who will be vocational teachers in the maintenance sector. The largest area for implementation of this program is the retraining of all existing vocational teachers. It is our recommendation that teachers who qualified no later than five years ago should be re-trained on the VTM educational programme. Validation Examination and Certification Validation by the ValidMaint system will gives a neutral assessment of the individual competence gained from work experience and previous education and training. An inbuilt quality assurance process insures a level playing field for all test takers. The validation process helps the individual to identify formal, non-formal and informal competence, and highlight the gaps which need to be filled in order for the individual to gain accreditation on the VTM programme. Total workpakage in validation Validation of prior learning Assessment Written exam Validation for certificate European demands Recruiting Test if the person can fit the profession Mapping of individual training needs EFNMS certificate Provide cost-effective syllabuses Can be used by employment exchange in the process to find suitable persons and form adapted training 13

14 Validation The validation system is using a method with questions and answers in a database. All questions must have at least four to six answers, three to five of the answers must be partially correct. The method is based on the balance between the correct answer and the partially correct answers. If the balance is correct the method has high accuracy. The key to measuring knowledge using our method is to have the wrong answers reflecting nuances of correct answers but clear wrong answers. It is important to use basic English without negations and subordinated clauses. Using a maximum of 12 words per sentence is best for facilitating rapid understanding. It is important to avoid foreign and uncommon words in the questions and answers. The goal is to measure technical and maintenance knowledge and NOT the individual s language capability. Investigation has shown that in the practical working maintenance group of individuals about 20 % had dyslectic related problem. By using basic language sentences it can solve individual problems. In the validation tests the time can be increased to help the person being tested to overcome the reading problem. Validation of formal, non-formal and informal learning in Europe Validation of formal, non-formal and informal learning is increasingly seen as a key to realise lifelong and life wide learning. Many European countries emphasise the importance of making visible and giving appropriate value to learning taking place inside formal education and training institutions. In addition to this informal education, for example at work, in leisure time activities and at home it is important to validate. When discussing the future potential of validation of non-formal and informal learning in Europe, it is important to try to better understand this strongly differentiated process; which factors explain, lack of progress, reluctance and (even) resistance to validation? European developments will address the following issues: National motives use validation of formal learning; National motives for pursuing validation of non-formal and informal learning; validation in the European policy context; Characteristics of the validation process and its relation to qualifications systems; 14

15 Developments in European countries in validating formal, non-formal and informal learning; Elements of a validation strategy: key issues influencing further development of methods and systems for validation. The extent to which validation has become a practical reality for individual citizens is closely related to the openness of the national qualifications system and whether learning outcomes acquired outside schools are accepted as a legitimate basis for a certificate or diploma. The rapid development of national qualifications frameworks (NQF) across Europe in response to the European qualifications framework (EQF) has led to a growing interest in validation and may now be seen as the single most important factor influencing developments in this field. The reasons countries pursue validation of formal, informal and non-formal learning can, to a large extent, be integrated into one meta-reason, namely the need to facilitate lifelong (and life wide) learning. This is confirmed by the European Commission, where validation is often seen as an intrinsic part of national lifelong learning (LLL) strategies. The specific duties of EFNMS maintenance oriented validation are to: "Coordinate the validation of alternative test methods at the European Union [EU] level Act as a focal point for the exchange of information on the development of test methods and test questions Set up, maintain, and manage a database Promote dialogue between European maintenance organisations, industries and training organizations with a view to the development, validation, and international recognition of test methods"; to this end. In addition to these core activities, EFNMS has taken on a lead role in: Developing internationally recognized validation criteria of new and revised test methods Encouraging EU regulatory acceptance of used test methods determined to be scientifically valid Common European principles for identifying and validating, formal, nonformal and informal learning Validation must be voluntary The privacy of individuals should be respected Equal access and fair treatment should be guaranteed Organizations should establish systems for validation 15

16 Systems should contain mechanism for guidance and counselling of individuals Systems should be underpinned by quality assurance The process, procedures and criteria for validation must be fair, transparent and underpinned by quality assurance Systems should respect the legitimate interests of organizations and seek a balanced participation The process of validation must be impartial and avoid conflicts of interest The professional competences of those who carry out assessments must be assured. The process of validating formal, non-formal and informal learning and its relation to qualifications systems The validation is Making learning visible. This can be handled using three main phases of the validation process: identification, assessment and recognition of formal, non-formal and informal learning. This distinction reflects that even where validation results in a formal certificate or qualification, the identification and assessment stages preceding the formal recognition are critical to the overall process. The quality of the validation process very much depends on how the initial identification and assessment of the frequently tacit learning is handled. Learning taking place outside formal education and training systems can be characterised as non-standardised and is frequently based on complex, individually specific learning experiences and pathways. Ensuring the quality of identification and assessment processes, expressed in terms of validity, reliability and credibility, requires careful consideration of the methods and approaches developed to handle the identification and assessment stages. Gradual introduction of validation in European countries has been accompanied by a realisation that each of the above stages can be treated as self contained. While in some cases we speak of a complete process leading to a formal certificate or qualification, in others the identification of learning is seen as a goal in itself, not linked to any formal certification process. 16

17 ValidMaint Server Test Centre The individual at the centre Validation is an integrated par of European strategy on Life Long Learning (LLL) - A shift to Learning Outcomes is crucial for validation - Standards are critical to validation - Validation must balance formative and summative functions - Transferability is a must - Validation has to take into account ethical issues - Cost-benefit issues - Enable transfer of learning outcomes - European and national qualification frameworks and validation Validation and opening up qualifications systems The formative approach is important, national policies on validation have in most cases been linked to and motivated by the wish to open up qualifications and qualifications systems to learning outcomes acquired both inside and outside the formal systems. To fully understand validation it is necessary to see how it is linked and aligned to the formal system. Generally, validation processes outside the formal system present many more choices because they are more complex and may also be learning careers. In the formal system the learning and validation environment is likely to be simple. The validation process and the individual 17

18 The first European principle for validation of non formal and informal learning puts the individual at the centre of the validation process. It insists that the process of making visible the full range of an individual s knowledge, skills and experiences is voluntary and that the validation results remain the individual s property. Validation will be a useful tool in the process to make qualifications visible Validation For education and training (ECVET) Prior learning For transfer by Euro Skill Passport (ESCO) For EFNMS Certification Job centres tool European Classification of Skills, Competences and Occupations taxonomy (ESCO) will be the European Job Centre s tool to match the labour force into new employment requirements. This parallel system to the educational ECVET system adapted for governmental employment change services. ESCO is under development in European job centres as a European multilingual classification of jobs and skills in order to increase the employability of citizens by introducing; European Skill passport, European CV Europass. Validation of prior learning is the important tool in this process. Market situation Maintenance will provide jobs for the future - Rapid technical development - A many new techniques - Many individuals will be retired - A vocation with both practical and 18

19 - Multi skilled profession is needed theoretical contents - Big chance for job as specialist - The industry needs competence Qualification statements must be the guideline for all recruitments and maintaining workforces on the highest level for the future. Step 1 Identifying competence needs analyses the potential labour market imbalances for maintenance competence skill and knowledge - needs in maintenance sector Step 2 Understanding qualifications Making the content of qualifications helps individuals Quality education and training throughout life (LLL) Encourages citizens to change career or move abroad Makes qualifications and training more compatible It is a relationship between qualification and job grading standards. Job grading standards describe levels of work in terms of the competence (skills and knowledge), responsibilities, physical effort, and working conditions) required at each level. It is important to implement qualifications. Three major steps in job element examining Step 1: Identifying job elements necessary for success on the job Step 2: Developing the plan to measure qualifications of applicants Step 3: Rating applications Proper planning of work leads to more consistent policies in the fields of employment and vocational education and training. VocTrainMaint project has analysed industry needs and from the result created an outstanding planning platform in the form of curricula with detailed syllabi for 47 subjects. 19

20 Administrator: UTEK (Swedish Maintenance society), PO Box 10231, S Stockholm, Phone , Partners: Norwegian Society of Maintenance Institute of industrial Engineers, Ireland Technical College, Iceland YA! Vocational Education and Training, Finland Latvia Technology Park Swedish Maintenance Society UTEK Wear Management, Switzerland 20

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