LEONARDO DA VINCISuccess StoriesEurope creates opportunities
2   |                  Europe Direct is a service to help you find answers                     to your questions about the...
Leonardo da Vinci Programme:                                                  New skills for better jobsToday Europe is un...
2   |
CONTENTS4 |    Basic information on the Lifelong Learning Programme4 |    10 years Leonardo da Vinci Programme (1996 - 200...
Europe for Lifelong Learning-    a lasting commitment to education and training4   |   Until recently, people generally as...
Achievements in 2000-2006 and outlook for 2007-2013Mobility activities reinforced            to help build a true and comp...
MOBILITY    Industrial-technical trainees    are trained in Danish companies6   |   The training enterprise has developed ...
MOBILITY           Promoting linguistic and intercultural skills of      French jobseekers and extending their professiona...
MOBILITY    Improving Employability of Unskilled    Young Jobseekers in the Cottonera Area8   |   ETC through this Leonard...
MOBILITY                               Enhancing individuals’ skills and                      competences through mobility...
MOBILITY     Developing the model of a vocational orientation and     guidance system considering labour-market demands10 ...
MOBILITY                         Improvement of vocational training            through studying industrial quality managem...
MOBILITY     European placement for trainers in     the building sector who are trained at the university12   |           ...
MOBILITY                        Insight into food marketing in HeindenheimThe project responded to the need of promoting  ...
INNOVATION     Towards a European workspace14   |   In 2002, the European Commission launched a tech-       The main targe...
INNOVATION                                     Promoting linguistic and intercultural                                    c...
INNOVATION     New target group for vocational guidance –     low-paid workers16   |   The WG2 project was focused on exte...
INNOVATION                                                           Virtual interactive programmeThe project intends to fi...
INNOVATION     Distance learning material for     early childhood care professionals18   |   The project showed how improv...
INNOVATION                                                         Supporting SMEs in joining                             ...
INNOVATION     Interactive Simulation Exercise for Emergencies     (I SEE)20   |   The overall goal of I SEE is to ensure ...
INNOVATION                        INtegrated system FOR an Advanced and                  Life-Long Training Methodology of...
INNOVATION     Vocational language learning for the deaf22   |   Through its model curricula and learning materials       ...
INNOVATION                                                     Electronic work simulators (EWS)The project addresses the n...
INNOVATION     Development of Web Based Skill Tools     in the Wood Technology Branch24   |                         The pr...
INNOVATION                                      Modular interactive e learning course                                     ...
Leonardo da Vinci Programme success stories
Leonardo da Vinci Programme success stories
Leonardo da Vinci Programme success stories
Leonardo da Vinci Programme success stories
Leonardo da Vinci Programme success stories
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Leonardo da Vinci Programme success stories


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Leonardo da Vinci Programme success stories

  1. 1. LEONARDO DA VINCISuccess StoriesEurope creates opportunities
  2. 2. 2 | Europe Direct is a service to help you find answers to your questions about the European Union Freephone number (*): 00 800 6 7 8 9 10 11 (*) Certain mobile telephone operators do not allow access to 00 800 numbers or these calls may be billed. A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 2007 ISBN 978-92-79-05120-3 © European Communities, 2007 Reproduction is authorised provided the source is acknowledged. Printed in Belgium
  3. 3. Leonardo da Vinci Programme: New skills for better jobsToday Europe is undergoing a major transformation to become |1a world-leading knowledge-based society based upon theframework of the Lisbon strategy. This means that knowledge,and the innovation it sparks, are the European Union’s mostvaluable assets. The underlying aim of the Leonardo da VinciProgramme is to strengthen and reinforce the European labourmarket by supporting people in the acquisition and use ofskills, knowledge and qualifications. The upgrading of skills inlabour markets and enterprises is essential in order to fuel thetransformation process.The "Copenhagen process" was launched in 2002 to identifykey priorities for European cooperation to make Europeanvocational training a world reference by 2010. These importantdevelopments in the EU’s policy work in Vocational Educationand Training are complemented by the Leonardo da Vinci Pro-gramme. The funding priorities that were set in the Leonardo daVinci Programme in the light of the Copenhagen process have Ján Figel’steered the Programme effectively. At their best, these projectshave developed tools and models that have directly benefited Member of the Europeanthe policy work of the Member States. The Leonardo da Vinci Commission responsible forProgramme has thus proven itself to be a powerful tool in the Education, Training, Culture andeffort to achieve the goals set in Copenhagen. YouthThe support of the Leonardo da Vinci programme for the exchange of experiences betweenteachers, trainers and human resource managers increases the transparency of the differentvocational training systems in Europe and fosters their modernisation through learning fromeach other. From 2000 to 2006 around 42.000 professionals in Vocational Education and Train-ing have enjoyed a transnational mobility. In the same period, the Programme offered 245.000trainees the unique chance to gain training and work experience in a foreign country.I am very pleased to present this brochure of twenty best practice projects. The projects willserve as an example and an inspiration to others. They have been singled out for the transfer-ability of their products and results and their potential interest and usefulness to other new us-ers. I particularly urge the various stakeholders and interested parties in the area of vocationaleducation and training to learn from these results and apply them under the new Lifelong Learn-ing Programme 2007 – 2013.
  4. 4. 2 |
  5. 5. CONTENTS4 | Basic information on the Lifelong Learning Programme4 | 10 years Leonardo da Vinci Programme (1996 - 2006)6 | Industrial-technical trainees in Danish companies7 | Promoting linguistic and intercultural skills of French jobseekers8 | Improving Employability of Unskilled Young Jobseekers in the Cottonera Area9 | Enhancing individuals’ skills and competences through mobility actions10 | Developing the model of a vocational orientation and guidance system11 | Improvement of vocational training through studying industrial quality management12 | European placement for trainers in the building sector13 | Insight into food marketing in Heindenheim14 | Vocational Qualification Transfer System (VQTS)15 | Developing language training and reference materials for peacekeepers16 | Vocational Guidance for low-paid workers17 | TACITUS - Enhancement and transfer of non formal learning18 | EEEYMS - European Enhancement of Early Years Management Skill19 | Placement Support20| Interactive Simulation Exercise for Emergencies (I SEE)21 | Integrated system for an advanced training methodology of Dangerous goods drivers and trainers22 | Sign languages and European Written Languages in Virtual Vocational Education for the Deaf (Deafvoc)23 | Electronic Work Stimulators (EWS)24| Development of Web Based Skill Tools in the Wood Technology Branch - DEWEBAS25 | Alumatter26| Award winners Leonardo da Vinci 2004 - 200628| Information LdV Programme for potential applicants
  6. 6. Europe for Lifelong Learning- a lasting commitment to education and training4 | Until recently, people generally asso- Integrated series of education and Horizontal measures complement the ciated learning with the education training programmes four sectors in order to ensure that they they received at school and university. obtain the best results. These focus Today, Europe is undergoing a major The European Commission’s Education on policy co-operation, languages, transformation to become a world- and Culture Directorate-General has information and communication tech- leading knowledge-based society. integrated its various educational nologies. They also promote the effec- This means that knowledge, and the and training initiatives under a single tive dissemination and exploitation of innovation it sparks, are the EU’s most umbrella, the Lifelong Learning project results. The new Jean Monnet valuable assets, particularly as global programme. With a significant budget programme is designed to strengthen competition becomes more intense in of nearly 7 billion EUR 2007 – 2013, the European identity and to boost knowl- the more traditional sectors. new programme replaces the existing edge and awareness of European inte- education, vocational training and gration. The Jean Monnet Programme This implies that high-quality basic eLearning programmes, which ended stimulates teaching, reflection and primary, secondary and tertiary educa- in 2006. debate on the European integration tion are as important as ever, but so process at higher education institu- too is ongoing vocational training and The new Lifelong Learning programme tions world-wide. learning to constantly renew the skills enables individuals in schools, univer- base of EU citizens to handle the chal- sities and companies across Europe, lenges and ever-evolving technologies at all stages of their lives, to pursue of today. stimulating learning opportunities. It has already created a vibrant single Lifelong Learning consists of four sub- market and introduced a world-leading programmes each of which covers international currency, the euro. An a particular educational sector: integrated European labour market Comenius (schools), Erasmus (higher would complement these two pillars. education), Leonardo da Vinci (voca- To achieve this requires convergence tional training) and Grundtvig (adult in the European education and training education). landscape. 10 years of the Leonardo da Vinci Programme (1996 - 2006) The Leonardo Da Vinci (LdV) The programme is open to the entire projects and networks. It addresses programme was launched in 1995 spectrum of subjects covered by trainees in initial vocational training, based on an initiative from the social vocational education and training. It persons available on the labour partners and the economic sectors supports the transfer of knowledge, market and professionals in voca- in Europe. The Leonardo Da Vinci innovation and expertise between tional education and training, as well programme focuses on the teaching various Vocational Education and as any organisation active in this field. and learning needs of those involved Training actors through transna- At least 60% of the programme’s total in vocational education and training. tional, sectoral and interdisciplinary funding should go towards mobility It aims to bolster the competitive- learning. activities. ness of the European labour market by helping European citizens to acquire With greater emphasis on national new skills, knowledge and qualifica- management the new generation of tions. It also supports innovations and this programme allows better focus improvements in Vocational Education on national strategies. Leonardo Da and Training systems, as well as Vinci funds a wide-range of actions, efforts to make them more attractive including mobility projects, devel- to potential users. opment and transfer of innovation
  7. 7. Achievements in 2000-2006 and outlook for 2007-2013Mobility activities reinforced to help build a true and competitive From 2000 to 2006 around 42.000 |5 European labor market. From 2000 to professionals will have enjoyed such aThrough its support for mobility, the 2006, 245 000 citizens, mainly young transnational mobility.Leonardo da Vinci Programme will people, will have benefited from suchcontinue to offer trainees (persons in an opportunity. The application procedure has beeninitial vocational training or already simplified to accommodate the partici-available for employment) a unique The support of Leonardo da Vinci pation of the enterprise sector andchance to gain training and work to the exchange of experiences especially the smaller companies. Uponexperience in a foreign country. It between Professionals in VET (such as completion of their LdV-training place-allows them to acquire new compe- teachers, trainers, and human resource ment all individuals will be awarded atencies and professional skills and in managers, guidance specialists etc.) Europass Mobility on request. This isaddition develops their capacities to increases the transparency of the an important ingredient and a moduleadapt to a new environment. Leonardo different vocational training systems in the building of a system for Europeanda Vinci is contributing to fostering in Europe and fosters their moderniza- credit transfer for Vocational Educationlabor market mobility in Europe and tion through learning from each other. and Training (ECVET).New focus on Innovation transfer transfer system for VET (ECVET). At A reduced number of Development of their best the Leonardo da Vinci inno- Innovation Projects will continue toThe Leonardo da Vinci Programme vation projects have developed tools concentrate on developing innovativeactively supports transnational coop- and models that have directly bene- new solutions for common Europeaneration among all relevant stake- fited the policy work of the member challenges and priorities.holders in vocational education and states.training. One of its key missions is Leonardo da Vinci has from the startto contribute to transforming our With an average of 250 projects per year, enjoyed a close relationship to thetraining systems by co-funding tran- the Leonardo da Vinci programme has business sector through its coop-snational projects. In the past, LdV during its 10 years of existence devel- eration with the social partners.focused on Innovation projects which oped and built up a stock of innovative With its actions it contributes to theaim to improve the quality of training practices and procedures for Vocational political strategies in vocationalsystems through the development of Education and Training in Europe. The education and training as laid downinnovative policies, contents, methods aim of the new Transfer of Innovation in the Declarations of Copenhagen,and procedures within Vocational Projects is to capitalise on good prac- Maastricht and Helsinki – it linksEducation and Training. tices from the previous programme policy to practice. This is an impor- period or from other experiences that tant contribution to the over-archingThe funding priorities that were set in will be taken up, adapted and trans- strategy of the European Union, setthe light of the Copenhagen process ferred to new geographical regions or out in its Lisbon Agenda, to becomehave led to many tangible benefits. new economic sectors. The national the most competitive economy in theThe priorities have been chosen to selection and management of these world.create a true European labour market projects will help to secure the strength-by introducing a European qualifica- ening of national Vocational Educationtions framework (EQF) and a European and Training (VET) systems in Europe. Year 2000 2001 2002 2003 2004 2005 2006 Total Mobility (M€) 69,1 71,8 76,9 83,6 107,9 127,8 155.2 692,3 Number of mobility traineeships 36.600 37.500 41.500 45.700 58.380 67.000 81.500 368.180 Innovative projects (M€) 80,9 82,3 89,7 91,7 109,2 86,4 99,8 640,0 Number of innovative projects 235 255 279 278 345 297 318 2.007
  8. 8. MOBILITY Industrial-technical trainees are trained in Danish companies6 | The training enterprise has developed a higher level framework they have developed a concept for long-term professional qualification framework for especially professional development for the gifted trainees. The gifted trainees, "the international service Engineer" participants receive in service additional courses and as a supplement to several existing industrial-tech- trainings at home and abroad during a four year develop- nical pathways of training. The mobility project has ment program imbedding their ongoing initial vocational the following ingredients: Culture, languages, cus- training. This will qualify them to take part in a further tomer orientation and presentation technique, and education programme that, upon completion, allows is tailor-made to the enterprise needs for further the participants to use the title "international service education in this area. Engineer". The present project is based upon earlier projects carried out in this area and shows constant Twenty industrial-technical trainees in their 3rd and 4th improvement and development of the concept for long- year of training, are spending 3 weeks in sister companies term professional development for the gifted trainees. in Denmark. The training has the following objectives: Approximately 160 trainees in the company have so far the trainees should become acquainted with the sister benefitted from the training. company’s processes and production flows, to extend their English language knowledge, to gain some insight The project makes an important contribution to the adap- and competence in international customer management in tation of European vocational training in light of the the care of customers and licensees and last but not least changing requirements and modernization of the labour to improve relations and contacts between the workers in market. It motivates trainees towards life-long learning the companies in Germany and Denmark. by interconnecting training during their initial vocational training with in-service training closely with further The training enterprise directs its strategy for the future education. By increasing the quality of the training the particularly towards After-Sales-Services. Within this VET strand becomes more attractive towards workers with degrees from the university sector. Industrial-technical trainees are trained in Danish companies PROJECT PROMOTER PARTNERSHIP MAN DIESEL SE, AUGSBURG DK CONTACT DETAIL WEBSITE Kaspar Fischer www.man-ausbildung.de Stadtbachstrasse 1, 86224 Augsburg, Germany PROJECT DURATION Tel.: +49/821-, 322-3723 2005 - 2007 Fax: +49/821-, 322-1304 kaspar_fischer@manbw.de
  9. 9. MOBILITY Promoting linguistic and intercultural skills of French jobseekers and extending their professional scope by reinforcing their professional abilitiesThe project contributes to develop and validate The "Formation Transnationale Europe" training course is |7professional and linguistic skills of French job- divided in three steps:seekers (with at least a "Baccalauréat" to a "bac+2") thanks to placements in European firms. For • firstly, 8 weeks of general course in our schoolthe sending organisation, its goals are : on the (36 hours per week) with professional, linguistic andone hand, to develop and strengthen the Euro- cultural modules;pean dimension of the policy and content of initial • secondly, from 3 to 6 weeks of an intensive linguisticand/or continued vocational training and on the course within the frame of the "Chéquier-Langues"other hand, to improve co-operation and encour- funded by the "Région Ile-de France" (60 to 120 hours);age the transfer of skills between industry and • finally an internship from 20 to 24 weeks in an Euro-education in order to develop qualified labour. pean company.Contributing to the development of European mobility Many European partnerships since 1988 have beengives the opportunity to guarantee European citizenship developed which helps to give a good supervision of theand employability. trainees.Better professional opportunities are given to this targeted There are different forms of validation and certification:group thanks to the validation and the increasing profes-sional and linguistic skills acquired in an intercultural • a final report in the host company language mustenvironment. be written by the trainee, submitted to the sending organisation, which leads to an evaluation; • a linguistic test; • a Training Certificate from the host company and a Europass mobility. Formation Transnationale EuropePROJECT PROMOTER PARTNERSHIPCHAMBRE DE COMMERCE ET Eighteen partners represent-D’INDUSTRIE DE L’ESSONNE ing four different EuropeanFACULTÉ DES MÉTIERS D’EVRY countries UK, IE, ML, ESCONTACT DETAILDominique BEZOLLES PROJECT DURATION3 chemin de la grange Feu Louis, 2004 - 200691035 Evry Cedex - FranceTel.: +33 1 60 79 74 05Fax: +33 1 60 79 74 13d.bezolles@essonne.fac-metiers.fr
  10. 10. MOBILITY Improving Employability of Unskilled Young Jobseekers in the Cottonera Area8 | ETC through this Leonardo da Vinci Mobility Project ovisual sector. In fact, due to this project’s successful sent ten unskilled young job seekers from the Cot- implementation, ETC has decided to increase its training tonera area to develop skills in television work and provisions in the audiovisual sector for unemployed gain practical exposure with a well-established persons. Indeed, ETC records show that most of these broadcasting organisation – BBC Training and De- individuals worked as extras in well-known films such velopment centre in the UK. as Gladiator and U-571. So although they are unskilled, they still have practical experience which is not backed by The aim of this project was designed for youths between qualifications and certificates. The major part of the three the ages of 16 to 24 years from the Cottonera Region week placement was on-the-job training and exposure to (an inner harbour region in Malta) who do not have any the audiovisual environment. academic qualifications to provide them with awareness among themselves on self-esteem, exposure to various Thanks to this project, the cooperation between various tasks and skills that allow them to be employed in the stakeholders in the audio visual production was strength- Television and Film Industry.The audiovisual industry ened. Moreover thanks to this project, out of the ten (film production and television) was selected due to its participants, two of them were later employed: one with dynamic economic importance as well as for sociological a local TV station and another with a local audiovisual and cultural implications. company. Another beneficiary was employed by an audi- ovisual company based in the UK. The majority of the The Cottonera Region was chosen because statistics remaining beneficiaries managed to find employment in show that this inner harbour region, registers a substan- other sectors. Another positive impact was the exposure tial concentration of individuals seeking employment, the media gave to this project after its completion due to with the majority looking for employment within the audi- its innovative approach. Improving Employability of Unskilled Young Jobseekers in the Cottonera Area PROJECT PROMOTER PARTNERSHIP ETC (Employment & BBC - Training & Development, Training Corporation) BBC Wood Norton Training Centre, Evesham WR11 4YB CCONTACT DETAIL Worcestershire, UK Raphael Scerri Head Office, Hal Far, WEBSITE BBG 006 http://etc.gov.mt Tel.: +356 21 654 940 Fax: +356 21 653 396 PROJECT DURATION etc@gov.mt 2005 - 2006
  11. 11. MOBILITY Enhancing individuals’ skills and competences through mobility actions, in particular young workers and recent graduatesThe project makes an outstanding contribution to Each mobility action, which lasts 16 weeks, includes a |9the development of the European labour market and language course in the beginning, accompanied by inter-the transformation, modernisation and adaptation views with the person responsible for the host organi-of European education and training. It fully com- sation, in order to analyse in depth the professionalplies with the Leonardo da Vinci Programme actions expectations of each beneficiary; and then with potentialbecause it improves the quality of, and access to, companies, who have previously received the candidates’continuing vocational training and the lifelong ac- CVs. After the first four weeks, beneficiaries start theirquisition of skills and competencies, with a view to work placement, which is multi professional and whichincreasing and developing adaptability, particularly involves companies from different sectors, both privatein order to consolidate technological and organisa- and public, but, in particular, SMEs.tional change.Contributing to the development ofEuropean mobility gives the opportunity to guaran- The aim of the project is to provide language and technicaltee European citizenship and employability. skills, along with the basic and transversal competences that a citizen would need to succeed in a knowledge-The Euromobility TGLAV project responds to the call for based community and to compete in a globalised labourmobility measures addressed to young workers and recent market. In order to facilitate this, the experience is certi-graduates living in a particular area of Italy, who wish to fied through the Europass Mobility certification and withenhance their language and professional competences reference letters which are usually provided by each hostand skills, through the participation in a mobility action company.organised in one of the Member states. EUROMOBILITY TGLAV 2004/2005PROJECT PROMOTER PARTNERSHIPCEP – Consorzio Europeo Ten partners representing sixPer la formazione different European countries(now En.A.I.P. Piemonte) (IT, IE, HU, FR, UK, ES).CONTACT DETAIL WEBSITEGermano NERVO http://www.enaip.piemonte.itCorso Svizzera, 165 10149 TORINO (Italy) PROJECT DURATIONTel.: +39 011 / 5199800 2004 - 2006Fax: +39 011 / 5199899germano.nervo@enaip.piemonte.it
  12. 12. MOBILITY Developing the model of a vocational orientation and guidance system considering labour-market demands10 | The project aimed to develop the model of a voca- The 18 beneficiaries – working as counsellors and deci- tional guidance system considering labour-market sion-makers in the field of career guidance or vocational demand., As a result of the project a complex, Inter- training – followed a language, professional and cultural net-based career guidance system was developed preparation and took part in a two-week study visit in on county level together with the Irish and Hungar- Ireland. They were studying how the career guidance ian partners, which has become a national system. system was working there, what labour-market informa- tion helped that activity and how the employers’ demands The aim of the project is to create the model of a career were transferred toward the job-seekers and how the orientation and guidance system considering labour- databases were operating. Based on the knowledge and market demands in which vocational training adjusts to experiences of the study tour, the labour centre together labour-market demands better. The adults and youngsters with the partner institutions worked out a complex career can then make more concrete career decisions. guidance model on county level, which served as the basis for the regional career guidance network avail- To make the job of career advisors and decision-makers able at www.epalya.hu. The Ministry of Employment and working at the county labour centres and the organisa- Labour considered the established network so successful tions co-operating in the project more efficient, it was that it has been operating the system nationally from April necessary to further train them to get to know a system 2005. The national career guidance system also available with the help of which they can choose a career, which at the www.epalya.hu at present is the guarantee that does not only suit their skills and interests, but also one the results of the mobility project are used and become which is sought on the labour-market facilitating eventual known in the long run. employment. This project is a good example of how an operating county The labour centre carried out the project with 8 county system – developed within a Leonardo mobility project – organisations and 11 Irish host institutions. can be developed into a regional, then a national system. The project won the European Quality in Mobility Award in 2005. Developing a Model for Vocational Orientation and Vocational Guidance Considering Labour Market Demands PROJECT PROMOTER PARTNERSHIP Békés County Labour Centre 9 Hungarian partners (HU) 1 Irish partner (IRL) CONTACT DETAIL Aranka, Tamásné Lehoczki WEBSITE /6 Árpád sor, 5600 Békéscsaba, http://www.bekesmmk.hu Hungary Tel.: +36 66/444-211/1211 PROJECT DURATION Fax: +36 66/441-221 2002 - 2003 tamasnela@lab.hu
  13. 13. MOBILITY Improvement of vocational training through studying industrial quality managementThe teachers and trainers project has produced a It has all the time been a close connection to the trainee | 11DVD and training instructions on quality manage- mobility project BILVOC, which is a co-operation in thement in the industrial production process as the form of trainee projects of 10 educational institutions in 3output of the project. The DVD is the product of the countries. The teachers and trainers project represents acooperation between the organizations involved concrete strategic extension of this project. The dissemi-in the project and will be used as an integral part nation of results is carried out from within the partner-of an instruction module for the technical instruc- ship. The 5 DVDs developed during the project are trans-tion. As a bi-product of the project the participants lated into 4 languages, and the quality of the prototypesimproved their English knowledge and their social are being tested before being applied during the lessons.competences. The project serves a dual purpose as it both contributesThe main topic of the mobility project was quality manage- through the topic "quality management" to the improve-ment in training. During the work with the project the close ment of the training in the enterprises and in addition theconnection between the quality management necessary in participating teachers are fulfilling their learning needsthe industrial manufacture and the planned educational and thereby improving their teaching abilities.process became clear to the participants. An improve-ment of the co-operation between the teacher colleaguesand the establishment of collective working techniquesfor the team were the aims of the project. Participants inthe project were 9 teachers and trainers in technologi-cally oriented subjects, who also participated (withoutfinancial support) in the language project BILVOC, thishas enabled the teachers to considerably improve theirinstruction in English. Improvement of vocational training through studying industrial quality managementPROJECT PROMOTER PARTNERSHIPStaatliches Berufsbildendes PTSchulzentrum Jena-Göschwitz WEBSITECONTACT DETAIL http://sbsz-jena.deVolker RempkeRudolstaedter road 95, PROJECT DURATION07745 Jena, Germany 2005 - 2005Tel.: + 49/3641 - 29460Fax: + 49/3641 - 607588sekretariat@sbsz-jena.de
  14. 14. MOBILITY European placement for trainers in the building sector who are trained at the university12 | In the framework of the Ireland and Sweden have been chosen for having a "Training trades" profes- quality-commitment of companies in the training process. sional Master degree, Irish and Swedish partners have been selected for the managed by Lille 1 Uni- contacts they have with establishments, institutions, versity, on request of the training organisations in the construction sector as well CCCA-BTP, a one-week as professional federations. European training pe- riod has been organised. Including mobility in the beneficiaries’ university career 18 persons (2 groups of had a direct impact: trainers become more sensitive to 6 trainers-students and organise training programmes suiting individual needs, a 3 trainers) have been to better positioning of trainers own pedagogical methods Ireland and Sweden ; one of the originalities of the regarding the other European methods and a different project is the mix of participants. view on the role of companies in the training process. Discovering other training systems, vocational and evalu- The project got a Workers’ Mobility Trophy awarded by the ation methods, improving language competences are the French National Agency in December 2006. The results of main objectives of this training period to: the action have also widely disseminated and promoted though communication material and public relations • improve the professional competences of trainers, activities. • promote and facilitate afterwards the European mobil- ity of apprentices. New actions at the European level are planned in the future. They will allow the continuation of the partnership. The training is evaluated and taken into account in obtaining the Master degree, in the same way as the other training units. It is integrated in a general European part of the Master degree. This involves a pedagogical, linguistic and cultural preparation, as well as another unit called "Europe of trainings". European placement for trainers in the building sector who are trained at the university PROJECT PROMOTER PARTNERSHIP Comité de Concertation et • France: University Lille 1, de Coordination du Bâtiment et GRETA "Espace langues" Lyon des Travaux Publics (CCCA-BTP) • Ireland: Dublin Technology Institute CONTACT DETAIL • Swede:n regional office of BYN Marek Lawinski 19 rue du Père Corentin WEBSITE 75680 PARIS CEDEX 14 http://www.ccca-btp.fr Tel.: +33 1 40 64 26 17 Fax: +33 1 40 64 26 01 PROJECT DURATION marek.lawinski@ccca-btp.fr 2004 - 2006
  15. 15. MOBILITY Insight into food marketing in HeindenheimThe project responded to the need of promoting 500 "tasting" surveys in several hypermarkets and | 13mobility and placements as an opportunity of ex- specialised shops in Germany, a meeting with Germanperiencing real training in a foreign environment. It importers at the Chamber of Commerce and the recordalso focused on the idea of involving public bodies and analysis of facts through the computer programmeand private companies in supporting initiatives that "TESI".could open new paths for international relationshipsin Castilla León. It was a creative and innovative project that aimed at obtaining common benefits for all the parties involved:The aim of this project was to put into practice marketing students being trained in a real professional scenario,plans designed by students undergoing an International Spanish and German trainers widening their knowledgeCommerce and Marketing vocational training course of respective VET systems, businessmen exporting theirat the IES Zorrilla (Valladolid). To do so, they contacted products for the first time and vocational training schoolsthe Spanish Institute for Foreign Commerce to find out becoming pioneers of European mobility in their region.about food and wine companies that intended to opennew markets in Germany. As a result, a consortium of five It has had a direct impact on VET students by helpingcompanies in Soria (north-central Spain) worked with the them improve their linguistic and social skills. Specialstudents in the development of their project and other attention has to be paid to the employability factor, as ainstitutions in Castilla León lent their support. high number of beneficiaries got integrated in the labour market after having taken part in the project. As a result,The hosting partner for the 3-week placement was the more schools in the region are now encouraged to partici-Kaufmännische Schule of Heindenheim. The beneficiaries pate in Leonardo mobility projects.were 17 trainees, who dealt with the project applying theskills acquired through the subjects that shaped theircurriculum: International Marketing, Business English,Computer Applications, and Administrative Managementand International Negotiation. In consequence, a newinternational commercial network was developed bymeans of various activities carried out by the students: Insight into food marketing in Heindenheim PROJECT PROMOTER PARTNERSHIP IES ZORRILLA FROM VALLADOLID 2 partners: ES and DE CONTACT DETAIL WEBSITE Adela Ruiz Labarga http://centros5.pntic.mec.es/ies.zorrilla/ PZA SAN PABLO, 3 Tel.: 687 792217 PROJECT DURATION Fax: 983 377908 2004 - 2005 aruizl@educa.jcyl.es
  16. 16. INNOVATION Towards a European workspace14 | In 2002, the European Commission launched a tech- The main target group for the project’s results are students nical working group in order to develop a proposal and apprentices in initial vocational training who wish to for a European credit transfer system in VET (ECVET). undertake learning and training periods abroad. The field The VQTS project is strongly linked to this process of mechanical engineering was selected as a model for and aims to increase the recognition of skills and developing and testing this procedure. Further potential qualifications in the mechanical engineering sector users of the project’s results are institutions providing on a European level. The most innovative element of VET, and companies and policymakers. the project is the attempt to create a common and systematic procedure for the international transfer The main result of the VQTS project is a systematic proce- of acquired qualifications, taking into account all dure of international transfer of acquired qualifications. the specifics of the systems currently in use in the This procedure will benefit students and apprentices in participating countries. VET who wish to gain training experience abroad, and will be used by educational institutes as well as by compa- nies for the recognition of training and learning periods spent in foreign countries. On completion of the project, a manual will be produced which contains, for example, the documentation of the developed procedure of interna- tional transfer of acquired qualifications, instructions for the realisation of the procedure, guidelines and instruc- tions for the implementation of the procedure and consid- eration of the transferability of the model into other economic sectors or fields of VET. The dissemination and sustainability of project results have been ensured due to the involvement of significant political decision-makers and relevant stakeholders in all partner countries. Vocational qualification transfer system (VQTS) PARTNERSHIP There are 37 partners from eight different countries: Austria, PROJECT PROMOTER Czech Republic, Denmark, Ger- 3S Research Laboratory - many, Hungary, Italy, Nether- Forschungsverein lands, United Kingdom CONTACT DETAIL WEBSITE Karin Messerer www.vocationalqualification.net Wiedner Hauptstraße 18, www.vocationalqualification. A-1040 Wien net/vq/VQTS_model Tel.: (43-1) 585 09 15-41 Fax: (43-1) 585 09 15-99 PROJECT DURATION messerer@3s.co.at 2003 - 2006
  17. 17. INNOVATION Promoting linguistic and intercultural competence of European peacekeepersThe project contributes to sectoral cooperation and Building upon the previous Linguapeace project (also | 15has a direct impact on the chosen target group (ac- funded under the Leonardo da Vinci programme), thetual and prospective peacekeepers) by enhancing project developed, tested and disseminated a number ofand validating their linguistic skills and compe- language training and reference materials at intermediatetence. In particular, special attention will be paid and advanced level, complemented by a tailored versionto establishing and maintaining close cooperation of the European Language Portfolio.with extraterritorial organisations such as UNDPKO,NATO, KSFOR, SFOR and OCSE. Partners also created an EU-wide certification matching the NATO Stanag 6001 examination standards within theThe Linguapeace Europe project responds to the call for common European framework and obtained recognitionhigher language proficiency amongst European peace- of the new course by national qualification bodies (i.e.keepers involved in military, police or humanitarian academic validation by University of Westminster, whointervention. For effective joint operations and activities accredit the language examinations of the United Kingdomto take place, peacekeepers need to be not only commu- Ministry of Defence).nicatively competent, but often they need to possess ahigh degree of fluency and accuracy. For these reasons, The project contributes to policy implementation, demon-there is a manifest need for new transnational training strating how policy objectives can be incorporated inprogrammes, materials and tools for English for peace- usable project results and can guide the implementa-keeping purposes which provide both linguistic and inter- tion and the development of new training materials andcultural competence to further both communication and approaches.understanding. Linguapeace Europe: developing language training and reference materials for peacekeepersPROJECT PROMOTER PARTNERSHIPEuropean Centre for Education 14 partners representing 11 differ-and Training (ECET) ent European countries: Bulgaria, Estonia, France, Germany, Hun-CONTACT DETAIL gary, Latvia, Lithuania, Poland,Boian Savtchev Romania, Spain, United Kingdom135, Kniaz boris I Str.,BG-1000 Sofia WEBSITETel.: (359-2) 988 42 20 www.linguapeace-europe.netFax: (359-2) 981 14 74ecet@ecet.bg PROJECT DURATION 2003 - 2006
  18. 18. INNOVATION New target group for vocational guidance – low-paid workers16 | The WG2 project was focused on extending guid- The ultimate aim of the project was to assist lower-paid ance and counselling practices to low-paid work- workers into lifelong learning through the provision of ers. The project developed, therefore, a number of vocational guidance that is easy for them to access, i.e. at educational materials and a training course target- the workplace. Hence the project highlighted good prac- ed at vocational guidance counsellors, trade union tice and gave 100 hours training to vocational guidance activists and employers, in order to update their counsellors, human resource workers and trade union skills/competence in relation to the identified target activists in order to highlight the value of, and assist with, group (low-paid workers) and to enhance access of the provision of guidance to lower-paid workers. low-paid workers to lifelong learning. These overall aims respond to several objectives of the Copen- The fact that the lower-paid workers can receive guidance hagen process and the Maastricht communiqué: to and counselling on-hand at the workplace will increase increase the skills and competence of low-qualified their learning opportunities and enhance their motiva- workers and enhance their motivation to enter in a tion to enhance their competence through acquiring lifelong learning process; to provide workers with new skills. Enhancing the skills of lower-paid workers in lifelong learning guidance; to increase the attrac- Europe is urgently needed to meet both new technolog- tiveness of vocational education. ical innovations and competition from other countries and continents. The project delivered an online course on workplace guid- ance that included a wide range of materials on the website through which it was delivered. The project website contains all the education materials in 11 languages, as well as the online course. The main beneficiaries of the project are vocational guidance counsellors, human resource workers and trade union activists who work with or are interested in working to help lower-paid workers get into lifelong learning and to enhance their competence and skills. Vocational guidance for low-paid workers PROJECT PROMOTER PARTNERSHIP Starfsafl Educational Fund The partnership included partners from 10 European countries: Czech CONTACT DETAIL Republic, Denmark, Finland, Ice- Starfsafl Educational Fund land, Italy, Luxembourg, Norway, Sætún 1, 105 Reykjavík Spain, Sweden, United Kingdom Tel.: (354) 510 75 44 Fax: (354) 510 75 49 WEBSITE starfsafl@starfsafl .is http://www.gla.ac.uk/wg PROJECT DURATION 2003 - 2006
  19. 19. INNOVATION Virtual interactive programmeThe project intends to fill in the gap within current • a multimedia gallery of relevant video contributions | 17training provision for theatre and live performances from significant artists and theatre institutions whichsectors, where transmission of knowledge is mainly have participated to the research,non-formal and takes place basically through a per- • the analysis of competences and the elaboration ofsonal relationship between the master and the ap- the training models, by making the autobiography andprentice. direct experiences of those privileged witnesses avail- able for the reflections carried out by the partnership.To face these challenges, the project has analysed the wayin which ICT has changed the working processes under- The project’s final beneficiaries are young people who wishlying the realisation of a live performance. Focussing on to become directors, art directors and lighting designerthe consequences for three professional profiles: direc- and professionals who wish to complete and to improvetors, set and costume designers and lighting designers. their training. Potential users of the results are teachersThe initiative has also updated curricula and related and trainers who might be interested to apply the method-training pathways for the targeted profiles (including ology and use the content in their didactic activities.basic and professional skills) and has improved teachingand learning practices used within initial and continuous The project contributes both to sectoral strategies in thetraining. field of culture (and theatre in particular) and to general education and training policies. In the first area, it is ofThe main product realised by the project is a CD-Rom course a concrete response to the challenge of digitali-which includes: sation and wider application of new technologies. In the second area, it contributes to innovate methodologies• the results of a research entitled “Director, Set and and contents of training provision in the field, by formal- Costume Designer, Lighting Designer in live entertain- ising learning pathways which were traditionally acquired ment… between ancient knowledge and new media”, on the job. presented in a user-friendly format, Virtual interactive programmePROJECT PROMOTER PARTNERSHIPFondazione Accademia D’Arti 14 partners representing five dif-e Mestieri dello Spettacolo ferent European countriesTeatro alla Scala (IT, ES, FR, HU, UK)CONTACT DETAIL WEBSITEUmberto Bellodi http://www.accademialascala.orgVia Santa Marta, 18;20123 Milan (Italy) PROJECT DURATIONTel.: +39-28879350 2003 - 2005Fax: +39-86460020bellodi@accademialascala.it
  20. 20. INNOVATION Distance learning material for early childhood care professionals18 | The project showed how improved skills in ICT and One of the major outcomes from the project has been the use of distance learning can provide access to higher piloting and completion of 9 learning modules with produc- level qualification for people disadvantaged in the tion of CD ROMs and online learning materials based labour market and those who face discrimination in on an assessment of current management training and accessing training due to disability, geographical development opportunities in the early year’s sector. The location or family commitments. target group for the project has been involved in devising, piloting and finalising the products and the majority of The project has developed distance learning material for early the learning modules were validated as a Certificate in childhood care professionals in Europe. To support the coor- European Early Years Management at degree level study dination of the project the partnership created a European in the UK and Bulgaria. The Certificate at Liverpool Hope Network Association for Childcare, this has also helped to University was piloted with participants from Finland, ensure the continuation of the results of the project after its Bulgaria, England and Northern Ireland during the life of completion. The project has provided a route for the attain- the project and has recruited another cohort for 2006/7. ment of a degree level qualification for carers and managers Value has been added through the innovative aspect of within the childcare sector. In its continuation as an accred- developing online learning materials for the early years/ ited programme, it represents a vehicle to prepare Early childcare sector. These online learning materials have Years staff to meet the demands of future employment. greatly enhanced training provision for the early years sector, as the web based nature of the training is more The use of computer technology and communication flexible and accessible. systems enhanced the learning experience and the employability factors, as the knowledge is directly trans- Participants in the piloting of modules had the opportu- ferable to the work environment. nity to network with other early years professionals from across Europe. In evaluations all participants rated this networking opportunity highly and stated that it enhanced their management practice and provision of services for children and families. The provision of an accredited route for early years/child- care managers has enhanced status of the early year’s profession and the employability of those participants piloting the EEEYMS materials. European Enhancement of Early Years Management Skills PROJECT PROMOTER PARTNERSHIP Liverpool Hope University 7 partners representing 4 different European countries CONTACT DETAIL (BG, UK, NL,FI) Petra Luck Hope Park, Liverpool, WEBSITE L16 9JD, UK http://www.eeeyms.org Tel.: +44151 2913744 Fax: +44151 2912166 PROJECT DURATION luckp@hope.ac.uk 2003 - 2006
  21. 21. INNOVATION Supporting SMEs in joining the open labour market in EuropeThe content of the project is relevant for enabling There are three major categories of results, all integrated | 19and stimulating workforce mobility in Europe by in a web-based platform: (a) the European inductionmatching the needs of the foreign workers with the assistant (EIA), to help the employers and the employeescompany needs via specific ICT tools. In addition, find out about matching their business needs and thethe project is relevant from the point of view of tech- support required to carry out the envisaged tasks; (b) thenological development. The innovative approach personal development plan, to assist the employer and theconsists of promoting mobility not from the point worker to look at progress and needs during the inductionof view of the employees, but from the needs and process; (c) support materials, to help the worker learnrequirements of the companies. about the workplace, in order to quickly integrate into the company, and the required skills in the job, key vocabu-The aim of this project was to develop support materials lary for the first weeks, and intercultural differences. Thefor companies so that they can integrate staff/trainees/ products have been tested online and they are consideredstudents quickly, even when there is a very different to be of high quality, functional and useful for the newlanguage environment. Through this project, barriers context of work mobility in Europe.in mobility can be overcome so that new employmentpossibilities develop and SMEs do not lose competitive- The expected impact is particularly on the SMEs, helpingness compared with larger companies. SMEs, chambers them to optimise the human resources management. Theof commerce and sectoral organisations were part of associated web-based tools are valuable instruments inthe overall partnership and in this way the target group quickly controlling the required needs.participated in the product development and testing of allthe materials. Placement supportPROJECT PROMOTER PARTNERSHIPROC Midden Nederland 9 partners from seven different countries: Denmark, Estonia,CONTACT DETAIL Finland, Iceland, Italy, Nether-Norbert Ruepert lands, SpainPO Box 30653502 GB Utrecht WEBSITENetherlands www.placementsupport.comTel.: (31-30) 285 27 00Fax: (31-30) 285 27 05 PROJECT DURATIONn.ruepert@rocmn.nl 2001 - 2004
  22. 22. INNOVATION Interactive Simulation Exercise for Emergencies (I SEE)20 | The overall goal of I SEE is to ensure that the current The target population to be trained consists of all health and future European healthcare workforce is pre- professionals involved in the medical disaster manage- pared for mass casualty situations through imple- ment, each at his/her level of competence and respon- mentation of the end products of the I SEE project. I sibility: physicians, nursing personnel, dispatch centre SEE is a national and international training program personnel, emergency medical technicians (ambulance in disaster medicine. personnel), rescue personnel and volunteers. Training in the medical aspects of disaster management The target audience consists of all institutions involved does not exist or is insufficiently developed in the tradi- in the training of the medical aspects of disaster tional medical and paramedical education programs in management: most European countries. Several studies on medical disaster preparedness and lessons learned from recent The I SEE project is a competency-based training tool that disasters indicate a lack of training of the health profes- improves on existing training programs, since it can be sionals in the medical management of disasters. embedded in the educational program on disaster medi- cine at the different levels of initial vocational training of The I SEE project aims to develop a training instrument to health professions. The I SEE training tool can be used in train a number of medical disaster management competen- training sessions in the working environment or even at cies linked to training objectives and to events embedded home, through intranet or internet. in a simulated training scenario. Interactive Simulation Exercise PROJECT PROMOTER for Emergencies (I SEE) Research Group on Disaster Medicine, Free University Brussels PARTNERSHIP http://krit.vub.ac.be/DM/ 7 partners representing 6 different European countries CONTACT DETAIL (BE, ES, IT, NL, RO,SE) Michel Debacker 103 Laarbeeklaan, WEBSITE 1090 Brussels, Belgium http://www.iseeproject.org Tel.: +32 2 4774435 Fax: +32 2 4774000 PROJECT DURATION michel.debacker@vub.ac.be 2004 - 2007
  23. 23. INNOVATION INtegrated system FOR an Advanced and Life-Long Training Methodology of Dangerous Goods Drivers and Trainers-INFORMEDINFORMED was a Pilot project aimed at the develop- INFORMED achieves significant improvement of the skills | 21ment of a new and common Pan-European training of drivers involved in dangerous goods transportation,curriculum and innovative multimedia tools, to sup- thus enhancing road safety. IVT of improved qualityport the training of drivers and their instructors in and a lifelong acquisition of skills, wisely tailored to thetransporting dangerous goods, in compliance with dynamic needs of the dangerous goods haulage sector,the targets set by the European Commission with are the projects’ two key results.regard to road safety during the transportation ofdangerous goods. The INFORMED training schemes were tested in BE, DK, FR, EL and the NL, to ensure easiness-to-access and to-use andThe most efficient training modules have been selected efficiency of the training package, as well as the adequacythrough a state of the art survey that resulted in the of drivers’ and trainers’ knowledge on special cargos,following visually attractive products: new practices, etc.. Pilot assessment of the INFORMED products proved that it meets different national needs,The INFORMED Multimedia Tool employing VET policies and practices already applied.• for ADR training and The INFORMED product resulted in a common framework• for the advanced driving of vehicles carrying danger- for VET, supported by application guidelines and policy ous goods recommendations.The INFORMED• Trainers’ training tool• Training Curriculum for Drivers• Training Curriculum for Trainers INtegrated system FOR an Advanced and Life-Long Training Methodology of Dangerous Goods Drivers and Trainers PROJECT PROMOTER PARTNERSHIP Centre for Research and Tech- 7 partners representing nology Hellas/Hellenic Insti- 5 different European countries tute of Transport (CERTH/HIT) (BE, DK, FR, GR, NL) CONTACT DETAIL WEBSITE Dr. E. Bekiaris http://www.imet.gr/informed/ 6th km Charilaou 57001 Thermi, Greece PROJECT DURATION Tel.: +30-2310-498265 2002 - 2005 Fax: +30-2310-498269 abek@certh.gr
  24. 24. INNOVATION Vocational language learning for the deaf22 | Through its model curricula and learning materials The material produced in the project are: a standard the Deafvoc-project contributes to the possibilities model curricula for "Sign language as a mother tongue" of life long learning, employability, social inclu- and "Written language as a second language for the sion and active citizenship of the deaf. The project deaf", web-based demo teaching material, transnational improves the quality of language teaching in voca- training course and teacher´s guide for the curriculum. tional training of the deaf, and makes it easier for The materials are available in Czech, English, Finnish, the deaf who have insufficient sign language and German and Greek on the project website. written language skills to get a possibility for life- long learning. The created curricula could support the work of teachers in all European countries in such a way that the needs of The main objective of the Deafvoc-project is to develop the deaf to receive bilingual education can be better taken language teaching for sign language as a mother tongue into consideration. The work done in the project made it and teaching of written language for deaf students in clear that there are shortcomings in most countries: deaf vocational education and training in order to promote people often lack a sufficient competence in writing and equal educational opportunities for deaf people. reading, despite having a good level of sign language. They are not only cut off from acoustically offered informa- The lack of competence in both sign language and a tion, but often also from written information. Many sign written language is one of the major obstacles for many language users need help with their written language, deaf people aiming at further education and training. It is which the model curricula can address. important to have a deaf-specific bilingual education at all levels in order to integrate deaf people adequately and Target groups of the project are teachers and deaf students advance the linguistic rights of the deaf people in Europe. in basic, further and continuing vocational education as A bilingual approach was adopted to promote better well as authorities responsible of curricula and the deaf education and self-esteem among deaf people who do not organisations advocating deaf issues in Europe. only need good command of sign language, but also need to be able to communicate in the written language of their country in order to access education and employment. Sign Languages and European Written Languages in Virtual Vocational Education for the Deaf (Deafvoc) PROJECT PROMOTER PARTNERSHIP The Finnish Association of 7 partners representing the Deaf (FAD) 4 different European countries (FI, AT, EL, CZ) CONTACT DETAIL Annemari Laurento WEBSITE Ilkantie 4, http://www.deafvoc.fi 00401 Helsinki, Finland Tel.: +358 9 5803 529 PROJECT DURATION Fax: +358 9 5803 774 2003 - 2006 annemari.laurento@kl-deaf.fi
  25. 25. INNOVATION Electronic work simulators (EWS)The project addresses the needs of physically disa- EWS applications included options such as the posing | 23bled persons who have difficulties in gaining profes- of questions and multiple choice answers (in text, voicesional experience in the open labor market. The aim and/or graphical mode), additional helpful questions orof the project was to elaborate the electronic, tran- prompts, repeating the same question, generating thesnational, multilingual software for the disabled next question depending on respondent’s correct or incor-people enabling them simulation of working experi- rect response, measuring answer/test time or setting theence in CRM sector in the environment imitating to pace of testing or training. It was able to establish gradingmaximal extent certain elements of genuine work- system, to assign grades to answers and will have manying environment. others features enabling simulation of genuine oral/ written examination or work environment elements (phoneThe final results of the project was the following: ringing or interference, angry/faint client voice etc).1. EWS SDK - program suite for authoring, delivering, Until today those courses are distributed among others tracking and reporting, which is SCORM and IMS con- institutions by the Polish Partner involved in this project. formant (LOM 1.0, IMS Content Package, IMS QTI, IMS Technology EWS SDK is still developed by the Promoter Simple Sequencing, IMS Result Reporting and other), and is used in the following activities:2. 12 electronic training courses intended to prepare users for work as, among others, a telemarketer, self- • Technology TeleEdu was implemented for the needs employed manager, receptionist, translator/editor etc. of the Polish enterprises and public administration (financed by Ministry of Finance, Ministry of Treasure, Polish Agency for Development of Entrepreneurship); • Technology TeleEdu is still used within the project "RENOWATOR" financed under EQUAL Programme (European Social Funds); • Technology Tele Edu is implemented within the fol- lowing initiatives: "Mazovian Centre for Knowledge Management in Innovative Technologies". EWS - software intended to develop and conduct training activities and tests to prepare the physically disabled for telework in Customer Relationship Management (CRM) PROJECT PROMOTER PARTNERSHIP INSTITUTE OF MATHEMATICAL CZECH REPUBLIC, ITALY, Poland MACHINES (INSTYTUT MASZYN MATEMATYCZNYCH), POLAND WEBSITE http://ldv.imm.org.pl/ CONTACT DETAIL Jolanta Brzostek-Pawłowska PROJECT DURATION 34 Ludwika Krzywickiego St. 2001 - 2003 02-078 Warsaw, Poland Tel.: +48226255995 Fax: +48226299270 j.brzostek@imm.org.pl
  26. 26. INNOVATION Development of Web Based Skill Tools in the Wood Technology Branch24 | The project has developed a database. The tool can furthermore contribute to a trans- database established on the versal benchmarking of the level of education and training project web site. It contains rel- in the countries in Europe. evant educations in the wood- working and furniture industry The tool can be used across educational institutions, at the vocational level. Each enterprises, unions, employers associations and employ- individual education will be de- ment services. It is possible for enterprises and the scribed in a way that it presents social partners to record the informal competencies of the competencies acquired in the staff members and clients and from there create a the field. desired competence profile to the individual employee. Subsequently it is possible to select the education and The furniture industry in EU has recently lost interna- training that fill the gap between the profiles the employee tional competitiveness and market shares. Improvement actually has and the desired one. All courses that are of design, innovation and training factor can develop the registered in the database in the EU member states form competitiveness, strengthen the flexibility and increase the basis for this search. Also the individual employee the cooperation among companies in the industry. can execute this search based on the gap between ones competencies and the competencies that are needed in The Database makes it possible to record competencies the actual job. and level of education so that the employees and young people can make use of their acquired competencies, i.e. Education and training institutions are able to put up all exchange and education abroad. The recorded compe- the courses that they offer, they can write a title of the tencies make it possible to continue their education and course and amend the competencies that the students training exactly from the level that is to be found in the attain if they complete the course or module in question. Enterprises and social partners have immediately the ability to find that very persons profile. At the moment it is to be found in Italian, English, German, Finnish and Danish. It is possible to enlarge the database with further languages. Thus the database is dynamic and can contain all countries that want to participate in DEWEBAS. Development of Web Based Skill Tools in the Wood Technology Branch, DEWEBAS PROJECT PROMOTER PARTNERSHIP Skive Technical Institute 18 partners representing 6 different European countries CONTACT DETAIL (BE, CZ, DE, DK, FI, IT) Erik Madsen Kongsvingervej 1, Postbox 20, WEBSITE 7800 Skive http://www.dewebas.org Tel.: +45 99149203 Fax: +45 99149201 PROJECT DURATION epm@skivets.dk 2004 - 2006
  27. 27. INNOVATION Modular interactive e learning course on aluminium fabrication technologyThere is a growing use of aluminium material and properties. They are available at: http://www.aluminium. | 25products in various sectors and this trend should matter.org.uk in four languages (English, Dutch, Frenchcontinue if we take into account its sustainable char- and German). Access and registration to the modules isacteristics (e.g. recyclables, lightness, corrosion free, thus ensuring easy access to a very large audience.resistance). The project AluMatter answers to theneed for modern comprehensive training materials The six modules are designed with a similar structure,to train technicians, engineers and designers with with, for most of them, specific learning outcomes, theory,good skills and knowledge in aluminium fabrication graphics (in some cases simulations) and recommendedtechnology. With the support of the aluminium in- readings. It is possible to switch from one language todustry and the academic world, an easily accessi- another at any stage. Navigation is user friendly and theble e learning course has been developed and will screens are well conceived, with a good balance betweencontribute to help promote the use of aluminium in text, images and exercises.various sectors. The project brought together several large compa-The project was aimed at developing e learning mate- nies from the aluminium industry as well as nationalrials designed especially for technicians, engineers aluminium associations and was promoted by theand designers in the aluminium technology sector and European Aluminium Association, representing Europeanstudents at technical universities, in order for them to primary aluminium producers and national associationsfully understand the different aluminium technology in 17 European countries. The project and its results wereapplications. validated by participants, industrial and academic, in the European aluminium industry. In 2006, the AluMatterThe project has developed six ‘AluMatter’ e learning programme is due to become the educational arm of themodules. The titles of the modules are: Joining tech- European aluminium technology platform, an initiativenology, Forming technology, Mechanical properties, from the Research DG.Corrosion, Machining, Physical properties and surface Modular interactive e learning course on aluminium fabrication technology (AluMatter)PROJECT PROMOTER PARTNERSHIPEuropean Aluminium 21 partners from 7 countries:Association Belgium, Denmark, France, Germany, Netherlands, Norway,CONTACT DETAIL United KingdomChristian LeroyAvenue de Broqueville 12, WEBSITEB-1150 Brussels www.eaa.net (organisation website)Tel.: (32-2) 775 63 57 http://aluminium.matter.org.ukFax: (32-2) 779 05 31 (project website)Leroy@eaa.be PROJECT DURATION 2002 - 2005