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Title: Folie 1


1
Andreas Saniter, asaniter_at_uni-bremen.de Jürgen
Ledl, mail_at_ledl.it
AEROnet, a Pilot Project
Bottom-up Development of a Transnational
Occupational Profile
ECER-Main-Conference, Ghent, 21/09/2007
2
Content1. Motivation2. The network3.
Organization of Training _at_ Airbus4. Results
Skilled Work and its Requirements5.
Perspective Evaluation
3
1. Motivation
  • Raw material, technologies and processes are
    available all over the world
  • The quality of products and work processes are
    expected to converge
  • Hypothesis So the qualifications required by
    modern work processes converge too
  • But the national systems were developed with
    respect to very different traditions
  • Due to these individual national conditions, the
    converging qualification requirements were
    adapted in different ways
  • Hypothesis An adaptation-caused divergence
    occurs between the VET systems

4
1. Motivation
  • Airbus is an ideal framework to observe these
    hypotheses
  • the sector represents a global market including
    the final products as well as pre-products
    (convergence)?
  • European aircraft industry is organised
    transnational (convergence due to
    universalization)?
  • the Airbus-countries reflect the major different
    education and training systems (adaption-caused
    divergence)?

5
1. Motivation Workload share _at_ A 380
6
2. The Network
  • AIRBUS France
  • Céreq
  • Lycée Professionel Privé de lIndustrie Aèronautic
  • AIRBUS Espana
  • IES Comte de Rius
  • School of Engineering
  • University of Barcelona
  • AIRBUS Deutschland
  • Institut f. Technik und Bildung
  • Berufsbildende Schulen Brake
  • Staatliche Gewerbeschule 15
  • AIRBUS UK
  • Deeside College
  • University of Warwick

7
3. Organization Apprenticeship in France
Labour market (technician)?
age
Labour market (skilled worker)?
Vocational training within the plant
School
22
Labour market (skilled worker)?
At the planning stage
20
18
16
2years
4years
6years
BTS
CAP
Bac Pro
  • Theoretical Training in an Airbus-owned, national
    recognized school
  • 100 apprentices each year, about 70 finish at
    CAP-level, the others continue for two years
    achieving Bac Pro

8
3. Organization Apprenticeship in Germany
  • Close relation between the plant and the school,
    but legal independence School under control of
    the state (regions)?
  • 45 trainees each year in the mechanical
    occupation profile, professional profile and by
    this training contents ordered by official
    entities (in collaboration with advise character
    by companies)?

9
3. Organization Apprenticeship in Spain
Intermediate Vocational Training, Maintenance
of motor vehicles Car body work Electro-mechan
ic of motor vehicles
Higher Vocational Training, Maintenance of motor
vehicles Maintenance - Air mechanic
Maintenance - Avionics
Labour Market
  • University
  • Technical Engineer of Aeronautics
  • Aeronautic Engineer (Large Cycle)?
  • Aeronautic technical Engineer (SC) -
    aeromotors
  • - air navigation
  • - airplanes
  • - airports
  • - airspace equipments and materials
  • No intermediate vocational training related to
    production of aircrafts, by this it has character
    of specialization or further training
  • CASA/Airbus offers modules of 3 months as a
    training on the job for people with another
    professional profile / education

10
3. Organization Apprenticeship in UK
  • Modularised system, content not straight defined
    in occupational profiles
  • But the trainees have the right of a 3 years
    training programme
  • About 50 new trainees each year, first year
    completely in college

11
4. Results Typical Professional Tasks (TPTs)?
  • A TPT describes a class of similar holistic
    working processes, e.g. the production of
    composite components
  • it explains neither a chosen working place, nor
    it is reduced to skills, competences or knowledge
  • The skilled work of aircraft mechanics can be
    described in 12 so-called Typical Professional
    Tasks (TPTs) 11 for the electricians
  • 9 of these TPTs are performed in Bremen
    (Germany) as well as in Broughton (Wales)
    (structure, assembly)?
  • In Getafe (Spain) the main focus is on composite
    materials
  • Due to FAL in Toulouse (France) 10 TPTs are
    performed, but only five of them by skilled
    workers

12
4. Results Interim Conclusion
  • AEROnet found a common, transnational
    intersection of TPTs, performed in all 4 plants
  • These common TPTs might be the basis for a
    trans-national Core Profession in aircraft
    industries
  • They will be published soon on
    http//www.pilot-aero.net/
  • In aircraft industry the national traditions of
    VET overbalance possible companies preferences
  • A paper that describes these differences is
    already available on our web-page
  • Similarities in the work tasks and processes and
    differences in the vocational training what is
    not very surprising

13
5. Perspective Something completely different
  • Tasks of the TIMSS and PISA-studies were based on
    an (implicit) curriculum
  • A German reaction on the results of these studies
    was the setting of national standards for the
    main school subjects
  • A matrix set by teachers
  • Derived from the curricula
  • The standards aim at a good educational
    background they are not aiming at
    professionalism
  • Further studies will refer to these standards
    test-items will be reduced to a segment of the
    matrix.
  • Teachers from other European countries mainly
    agree to these input-driven standards this is
    hardly thinkable in VET!

14
5. Perspective Idea of Evaluation
  • Possible solution Setting the TPTs as standards
    for VET!
  • Consequence The tasks used for a test must be as
    complex as the skilled work
  • Our approach
  • Evaluation Tasks derived from real working
    processes
  • We are not using a set of test items, but only
    one task working on that one task takes 3 to 4
    hours
  • We measure the approaches of the trainees
    compared to the solutions of expert-workers
  • We do not expect that many trainees are able to
    solve the task if so, the task chosen is to
    easy
  • The evaluation task will be the same in all 4
    countries independent of the national VET
    systems

15
5. Perspective Idea of Evaluation
  • Which concept of learning is built? Change
    from a schools one to a vocational one
  • Which (social) concept of integration is shown?
    Peer-to-peer vs. community of practice
  • Which concept of work is built considering which
    demands? Standards of learning vs. standards of
    professionalism
  • What kind of problem-solving is chosen?
  • Different approaches and strategies
  • Quality aspects of the solution
  • Is it (in principle) practicable, efficient
    and/or suitable for others?

16
5. Perspective Possible Results
  • How do the sketched training programmes prepare
    for the skilled work on the TPTs?

(Result from a German Study)?
17
5. Perspective
  • We hope that this approach will lead to a fair
    instrument, independent of national training
    systems
  • It should bring evidence concerning the strengths
    and weaknesses of the different national VET
    systems

Thank you for your attention
Version 21/09/2007 asaniter_at_uni-bremen.de mail_at_
ledl.it
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