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INNOMET project:
Development of the innovative database system for adding innovation capacity of labour force and entrepreneurs
Metal engineering, machinery and apparatus sector
Metal Engineering
MachineryApparatus
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Contents Contents........................................................................................................................................ 2 Introduction and background ....................................................................................................... 4 1. Why INNOMET – problem, concept and solution .............................................................. 5 2. Background of the higher and vocational education in the partner states............................ 7
2.1. ESTONIA ...................................................................................................................... 7 2.1.1. General overview of the higher and vocational education system related to the sector in Estonia ................................................................................................................... 7 2.1.2. Qualification award system.................................................................................. 8 2.1.3. Apprenticeship (internship) system for students, recruiting system for graduates - other cooperation with companies ................................................................................... 10 2.1.4. Adult training and life-long learning.................................................................. 10 2.1.5. Conclusions - problems in Estonia – lack of qualified labour force – why? ..... 10
2.2. HUNGARY.................................................................................................................. 11 2.2.1. General overview of the higher and vocational education system related to the sector in Hungary ............................................................................................................... 11 2.2.2. Qualification award system................................................................................ 12 2.2.3. Apprenticeship (internship) system for students, recruiting system for graduates - other co-operation with companies.................................................................................. 12 2.2.4. Adult training and life-long learning.................................................................. 12 2.2.5. Conclusion - problems in Hungary – lack of qualified labour force – why? ..... 13
2.3. SWEDEN..................................................................................................................... 14 2.3.1. General overview of the higher and vocational education system related to the sector in Sweden................................................................................................................. 14 2.3.2. Qualification award system................................................................................ 15 2.3.3. Apprenticeship (internship) system for students, recruiting system for graduates - other cooperation with companies ................................................................................... 16 2.3.4. Adult training and life-long learning.................................................................. 16 2.3.5. Conclusion - problems in Sweden – lack of qualified labour force – why? ...... 17
2.4. Italy ............................................................................................................................. 18 2.4.1. General overview of the higher and vocational education system related to the sector in Italy 18
2.4.3. Adult training and life-long learning.................................................................. 19 2.4.4. Qualification award system................................................................................ 19 2.4.5. Apprenticeship system - work experience organised by training schools and institutes, universities, and employment agencies. ............................................................ 19 Work experience organised by training institutes .............................................................. 19 2.4.6. Conclusions ........................................................................................................ 20
2.5 FINLAND ............................................................................................................................ 21 2.5.1 General overview of the higher and vocational education system related to the sector in Finland.................................................................................................................................... 21
2.5.2 Qualification award system....................................................................................... 22 2.5.4 Adult training and life-long learning ....................................................................... 24
2.5.5 Conclusions- problems in Finland - lack of qualified- why ? ........................................ 26 2.6 Comparative conclusions of partner regions.................................................................... 28
3. Background of the industry in the partner states................................................................ 29 3.1 ESTONIA .................................................................................................................... 29
3.1. 1 Structure of the industry...................................................................................... 29 3.1.2 State of the art in the field of qualified labour force .......................................... 30
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3.1.3 Estimation of labour qualification and possible ways for improvement............ 31 3.1.4 Cooperation with universities, other education and training providers ............. 32 3.1.5 Conclusion.......................................................................................................... 32
3.2 HUNGARY.................................................................................................................. 33 3.2.1 Global statistics of the structure of industry in Hungary ................................... 33 3.2.2 State of the art in the field of qualified labour force .......................................... 35 3.2.3 Estimation of labour qualification and possible ways for improvement............ 35 3.2.4 Main problem of existing qualification in the current industries: ...................... 36 3.2.5 Co-operation with universities, other education and training providers ............ 36 3.2.6 Conclusion.......................................................................................................... 36
3.3 SWEDEN ................................................................................................................... 37 3.3.1 Structure of the industry..................................................................................... 37 3.3.2 State of the art in the field of qualified labour force .......................................... 38 3.3.3 Estimation of labour qualification and possible ways for improvement............ 39 3.3.4 Cooperation with universities, other education and training providers ............. 39 3.3.5 Conclusion.......................................................................................................... 39
3.4 ITALY, Piemonte region ............................................................................................... 41 3.4.1 Structure of the industry..................................................................................... 41 Forecast for the future ........................................................................................................ 42 3.4.2 State of the art in the field of qualified labour force .......................................... 42 3.4.3 Estimation of labour qualification...................................................................... 42 3.4.4 Cooperation with universities, other education and training providers ............. 42 3.4.5 Conclusion.......................................................................................................... 42
3.5 FINLAND .................................................................................................................. 43 3.5.1 Structure of the industry..................................................................................... 43 Comments........................................................................................................................... 46 3.5.3 Estimation of labour qualification and possible ways for improvement................... 46 3.5.4 Co-operation with universities, other education and training providers ................... 46
4 System and realisation of INNOMET tool in practice ................................................... 47 Conclusion.................................................................................................................................. 54 List of contacts of INNOMET project partners ......................................................................... 55
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Introduction and background Globalisation is a catchword of 21st century, characterised in borderless information spreading via Internet and creation of new economic consortiums. Simple management scheme “manufacturer — trade mark owner — wholesaler — reseller” has changed to “subcontractor – contractual manufacturer – trade mark owner – wholesaler and distributor” multi-way realisation. In manufacturing it causes also changes in qualification structure and characteristic skills of labour force. Enterprises and trade unions are interested in certain vocational standards and specifying skills level of employees. Academic world and vocational education providers cannot react to these changes correspondingly without knowing the real needs of industry world. Hence the gap between the needs and reality of labour force structure and quality exists. By stimulating contacts and cooperation between the different factors both in business and educational systems, synergies can be successfully achieved to realise the abovementioned main criteria. INNOMET is hence an acronym for a project which aims is to develop an innovative database model for adding innovation capacity of labour force and entrepreneurs of the metal engineering, machinery and apparatus sector. Project is funded by the European Commission Leonardo da Vinci II programme during the period of 2003-2004. This project focuses on a new monitoring tool ensuring qualified labour force for enterprises in the machinery, metal engineering and apparatus sector in terms of local and European needs. The primary objective of this INNOMET project and the INNOMET tool as such is to increase the responsiveness of education institutions to business demands and to improve the access of vocational and higher educated specialists into labour market. For that purpose it is proposed to introduce an integrated virtual database system for educational and industrial needs in the sector, which includes links to existing educational opportunities, e.g. different levels of study programmes, as well as private sector qualified labour force and mapping of the industrial needs for human resources. The INNOMET system aims to improve the links and cooperation between education providers (the existing vocational and higher education system) and private sector with their demand for labour force. Through sectoral interaction and cooperation, the objective is also to improve and complement the existing study and training programmes (higher and vocational education) and improve access to re-training, life-long learning and e-learning platforms of the sector, as well as to labour market. INNOMET project partners are:
– Tallinn City Enterprise Board, Estonia, project promoter (http://ettevotja.tallinn.ee) – Federation of Estonian Engineering Industries, coordinator (http://www.emliit.ee) – Tallinn Technical University, Estonia (http://www.ttu.ee) – Stockholm Royal Institute of Technology, Sweden (http://www.kth.se) – Turku Adult Vocational Training Centre, Finland (http://www.tuakk.fi) – Budapest University of Technology and Economics, Hungary (http://www.bme.hu) – IAL Piemonte (training center), Italy (http://www.ialpiamonte.it)
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1. Why INNOMET – problem, concept and solution According to the sectorial study (PW Partners 2002), in Estonia the main weaknesses are lack of highly qualified workers, low co-operation between companies, and absence of clear national and international cooperation networks. Although the sector has lack of qualified labour force, Estonia has too high rate of unemployed people (12 %), so improvement of existing educational system as well as re-training and improved qualification award system and cooperation is needed. In Hungary, the dominant problems in this sector are also related to the shortage of skilled labour force and improvement of co-operation between education institutions and industry. Therefore, development of new programmes and tools of learning of vocational education, training and re-training are needed. In Finland there is a need to promote co-operation between the enterprises in the field and educational organisations in order to improve the requirements of labour demand and quality. In addition, the proposed database model as a databank will offer a good possibility to see how similar issues are taken care of in the other partner countries. Finally a databank will enable the enterprises that participate in the network to get in touch and make new contacts with each other. In Sweden labour cost is high and product lifecycles are becoming much shorter than the lifecycles of the manufacturing systems. It is essential to develop knowledge about sectoral cooperation networks and mediums, human competence systems and flexible manufacturing systems. New tools as the sectoral interaction medium and the digital database test-version - sectoral cooperation model and “virtual system of human competence in manufacturing” also bring increased possibilities to design and manage flexible manufacturing systems apart from being an important tool for manufacturing education. In Italy, the demand for qualified labour force in enterprises of metal, machinery and apparatus sector is increasing in the last few years, while there is low offer of high expertise and no interest in young people to work in the sector. That is particularly evident for machine tool operators, maintenance operators and welders. There are also differences between SME-s (small and medium-sized companies) and large industries. The presence of the automotive sector is quite evident in Italy in Piemonte region; therefore, many small enterprises have become service agencies of Fiat. These small enterprises have special difficulties in recruiting manpower. There is an evident need to offer improved opportunities to learn in order to become a specialist in practice in a concrete field of the sector. Dominant problems in this sector are similar in Europe, e.g. lack of qualified labour force, in the same time high unemployment rate, changing market situation when education system needs to be constantly up-dated and correspond to changing labour force demand. The proposed system has a valuable trans-national value-added, as none of the above-mentioned countries have developed an integrated sectoral model for cooperation and improvement of capacity of educational system and labour force demand. There is a clear need for a tool for active cooperation and coherence between enterprises (demand) and education providers (supply).
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EnterprisesEducationalinsitutions
Vocationalcertification
Humanresources
Vocationalstandards
Trainingprogrammes
Advisory systemDB
Network monitoring of educational and industrial needs As a result a knowledge supply chain is created. The user interacts with the control module, the role of which is to work out the search strategy on the basis of initial data given by user, via user’s interface. The knowledge base connects in a certain field manufacturing enterprises, consultancy firms, educational organizations and universities to handle local resources for larger subcontract orders and production volumes. Such a network increases directly the competitiveness of enterprises located in periphery regions. In long-term, the system can also provide comparative know-how and practical examples how similar issues are dealt in different European countries. The sectoral co-operation system and networking model helps to activate the labour market, transparency of labour force demand, lack of qualified labour force and links between all the different organisations of the sector locally and internationally. Pooling sector-wise information from different parties – companies, education institutions, students, and trainees is a very innovative approach. In implicit way, proposed system provides a set of tools: dynamic web-based sectoral job and trainee information (demand in private sector), dynamic profiling of sector companies for analysing existing qualified labour force quantitative and qualitative level and human resource needs with current situation. The integrated database system for educational and industrial needs in the sector includes also a database of existing educational opportunities – different levels of study programmes; industrial needs for human resources based on the employee qualification standards. The system connects in a certain field manufacturing enterprises, consultancy firms, educational organisations and universities to handle regional resources for larger subcontract orders and production volumes. It focuses on enhancement of the competence of students, employees and industry to act successfully on the European market in order to strengthen the competitiveness of the European industry, especially the manufacturing industry. This will bring together a critical mass of “customers of education” and “suppliers of education” for resolving above-mentioned shortcomings. Such a system increases directly competitiveness of the enterprises located in periphery regions. Elaborated model is usable with minor changes in any other industry field. INNOMET database could also serve as a dynamic and constantly up-dated study on human resources in the sector if a relevant pool or so called critical mass of companies are included in the system. Companies will be motivated to renew information in certain periods, as INNOMET tool can be effectively used for companies’ own human resources evaluation and development. The system can also be made use of in the development of trans-national skills’ passports in Europe.
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2. Background of the higher and vocational education in the partner states 2.1. ESTONIA
By Prof. Jyri Papstel
2.1.1. General overview of the higher and vocational education system related to the sector in Estonia
Currently Estonia’s educational system (Fig. 1.1) consists of compulsory basic education (grades 1-9), followed by upper-secondary education (gymnasium – grades 10-12 or a vocational school). The general education stream related to this sector usually offers higher education (at a university or at a higher applied educational institution) and vocational education.
Age
Doctor’s degreeMaster’s degree
Bachelor’s degreeDiploma
Post-secondarytechnical education
Upper secondary generaleducation grades 10-12
Vocational education
Basic educationgrades 5-9
Primary education,grades 1-4
1920
2122
2324
252627
18
1716
1514
131211
10987
Universities andappl. Higher ed.
institutions
Gymnasiums
Basic schools
Vocationalschools
Post-secondarytechnical schools
Structure of the educational system in Estonia
Over 70% of the students admitted are studying in universities and near 20% in private higher educational institutions. The total number of students accounts for approximately 2% of the total number of inhabitants in Estonia.
The Estonian higher education system is binary and consists of universities (ülikool) and applied higher education institutions (rakenduskõrgkool). The higher education institutions can be state,
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public or private institutions. The administration of higher education establishments is the responsibility of the Ministry of Education.
The applied higher education institution (rakenduskõrgkool) and a vocational school (kutseõppeasutus) are institutions of which purpose is to guarantee non-academic higher education and to impart professional skills and abilities.
Education body
Level of education
Years of study Specialities Number of students per year (2003 admittance) of the sector
Tallinn Technical University
Higher Academic Education
Bachelor level study (after gymnasium), generally 3 years, and in few disciplines up to 4 years
MSc 1 to 2 yrs
PhD 3 to 4 yrs
MSc/BSc in Product Development, Automotive Engineering, Production Engineering and Management
228 (BSc)
48 (MSc)
13 (PhD)
Tallinn College of Engineering
Higher Vocational Education
Engineering level 4 yrs.
Technician level 2.5 yrs
Technicians in metalwork and car mechanics, engineers in car mechanics and machinery
247
Tallinn Industrial Education Centre
Secondary Vocational Education
After gymnasium 1-2.5 yrs, after basic school 3-3.5 yrs
Welders, mechatronics, metalworkers, car mechanics
345
Tallinn Mechanical Vocational School in Lasnamäe
Secondary Vocational Education
After gymnasium 1-2 yrs, after basic school 3 yrs
Welders, car mechanics, metalworkers, shipbuilders, automation worker
135
2.1.2. Qualification award system
Qualification Award System has been developed in Estonia taking into consideration the objectives of rapid changes in economy, short lifetime of products, new materials and technologies, higher requirements to the work efficiency, higher requirements to the product quality and the need for qualified labour force.
Qualification Award System is common for all the industrial branches and has the following main principles of
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measurable qualifications (1), common and comparable measuring system both in Estonia and internationally (2), motivation for life-long learning (3) and flexible initial, further and retraining system
).
1. essional skills and their levels and on the basis of these
nts . Determination of criteria, order and conditions of certification
(4 Qualification Award System has three important stages so in development process as in action:
Determination of contemporary profdevelopment of vocational standards
2. Conformation of vocational training and professional requireme3
VOCATIONALSTANDARD
CURRICULUM
CERTIFICATIONIMPROVEMENT
FEEDBACK
Continuous improvement
perience); social qualification ommunication skills) and personal qualification (personal qualities).
ational standards in Estonian machine building and apparatus industry are given on e figure below.
The basic documents for the Qualification Award System are Vocational Standards. Vocational Standard is a document that sets out the requirements to knowledge, skills, proficiency, experience, values and personal qualities on a specific vocational qualification level. Vocational Standards set up professional qualification (knowledge, skills, ex(c The groups of vocth
ASSEMBLYWORKS
FITTER I
FITTER II
FITTER III
TOOL-MAKING
TOOL-MAKER I, II
TOOL-MAKER I, II
TOOL-MAKER III
MECHA-TRONICS
MECHA-TRONIC I
MECHA-TRONIC II
MECHA-TRONIC III
WELDING
WELDER I
WELDER II
WELDER II
MECHA-TRONIC IV
TURNER II
TURNER III
MILLER II
MILLER III
ABRASIVEGRINDER II
ABRASIVEGRINDER III
EDMOPERATOR
II
EDMOPERATOR
III
MACHINING
MACHINETOOL
OPERATOR
Metal engineering, machinery and apparatus sector
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2.1.3. Apprenticeship (internship) system for students, recruiting system for graduates - other cooperation with companies
After the first study year students have compulsory shop floor hands on activities working as machine operators, welders, in foundry and locksmiths. These activities are organised in the faculty workshops. After the third year students have to find the apprenticeship place in some company for two month. About the same scheme is in the high school of applied sciences and in the vocational school but with different structure and length of activities.
here is no special recruitment system of graduates. Everybody is responsible to find the work. However ofte mpanies they were on apprenticeship or did their graduat
if
nal institutions established so-called E-university, offering number of e-learning courses, but currently only few of them
al
atively similar subjects.
Curricula of educational institutions do not answer to the requirements of vocational standards. – There is a clear need for co-operation between educational institutions and enterprises.
Tn the graduates continue the job in the co
e work.
2.1.4. Adult training and l e-long learning Some adult training courses are available at TTU (pneumatics, CAD), Tallinn Industrial Education Centre (welding, machining, machine automation), Tallinn Mechanical Vocational School in Lasnamäe (welding, car mechanics, metalworking), Võrumaa Vocational Education Centre (welding, machining), Tartu Vocational Education Centre (metalworking). Consortium of educatio
(pneumatics, quality management) are directed to the sectorneeds.
2.1.5. Conclusions - problems in Estonia – lack of qualified labour force – why? Workers of the sec– tor are relatively old, not experienced in modern technologies;
– output of vocational institutions does not satisfy the need for qualified labour force. – At the same time vocational institutions offer adult training on a limited scale and on rel
–
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2.2. HUNGARY
2.2.1. General overview of the higher and vocational education system related to the sector in Hungary
In Hungary, children start school at age six (or seven). The eight-year elementary school divides into three segments (4-2-2 years) after that the primary education can be continued in 8-, 6-year high schools (gymnasium) – with passing successfully a general (i.e. nation-wide uniform) entrance examination into the specific schools – or in 4-year high schools. At the latest after completing primary (elementary) graduation the 14-year-old students may choose again from three different possibilities:
Studies can be continued in a high school, vocational high school, or vocational school. The former two possibilities offer four years scholar qualification, while the latter one offers at least two, albeit generally three years training course. Someone who decides to complete a vocational school (i.e. technical training institute) learns a specific trade (electrician, carpenter, turner, etc.). The vocational high school also offers primarily technical training, but these institutions – as the high schools all – provide maturation diplomas as well. Most students continue their education at high schools. Studies are mandatory until the age of 16th.
Simplified structure of the education system in Hungary
If someone wishes to pursue higher graduation following high school, with obtaining the (required level and specific type of) maturation examination may attend a college or a university. University graduation lasts normally five years, while college offers at least three years of training. Thus, university training is on a higher level, and certain disciplines may only be pursued at that level. Postal or night universities are used to obtain university degree after having a diploma of college graduation (BSc) after three- or four-year university courses or college qualification. Post- gradual qualification can be purchased after having the diploma of university graduation (MSc.) and completing an advanced professional qualification (Post-university) or in the form of doctorate (Ph.D.) qualification.
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2.2.2. Qualification award system
In the elementary qualifications (training) nursery schools, primary schools, secondary education- and boarding schools are included. Finishing the 8th year of school, the scholar can give a general knowledge exam; the certificate gives elementary scholastic qualification.
The leaving certificate of high school qualification (maturation diploma) proves high school graduation after finishing the “gymnasium” or vocational high school.
The vocational school (i.e. general vocational training in scholastic system) provides a leaving certificate of specific qualification (i.e. intermediate graduation in mechanics, electronics, informatics, etc.)
The (stand-alone) vocational training without/out of scholastic system (organised by or in the frame of technical colleges, skilled worker training institutes – e.g. labour centres – and vocational schools can be executed after the 16th year. After performing the requirements of vocational schools, the learners can pass the professional or qualification examination, getting a leaving certificate of specific skill or qualification certificate diploma.
Higher educational training can take part in higher educational institutes (University, College). They give general university (MSc) or college (BSc) qualification, graduate specialisation, postgraduate qualification and training, PhD or master degree courses.
National Adult Training (NAT) Institute is dedicated to developing a well trained and professionally competent staff force that will confidently face the challenges of the competitive market place. Besides providing in-house training, the NAT also encourages staff members to pursue professional qualifications or academic qualifications. They will get a professional qualification. Professional Qualification Award System has been established to recognise staff achievements in this respect.
2.2.3. Apprenticeship (internship) system for students, recruiting system for graduates - other co-operation with companies
In the Hungarian educational system the students after finishing their 1st to 4th university year and in the final (diploma) term must take part in internship programs. This can be executed at the university department’s or laboratories or in different external institutes or companies. This compulsory training (except for diploma term) takes one month and has to be done in the summer vacation time (in special cases in the examination period before the holiday). The diploma program lasts in the final 14-week education term and its successful completing is required for attending final university state examination.
The scope of duty of the student in the 1st year is skilled worker job, in the 4th year and final term of university graduation it is a job requiring university qualification. The requirement of this apprenticeship and its evaluation is fixed in official directives and reports. The uncompleted training time has to be recovered.
At vocational schools the apprenticeship program is a bit different; the student has one-day practical work per week in his three-year period of study.
Generally the students have got special contracts ensuring their apprenticeship in the specific companies after finishing their studies, and following they can find their future in the companies.
2.2.4. Adult training and life-long learning
Adult training can be realised in scholastic or in non-scholastic educational system: employee’s high schools, employees’ technical college, semi-high education qualification programs, and adult courses. The minister of education runs regional labour development and qualification centres for supplying the adult training scope of duties.
Basic scheme: “Competence Certificates” is regarded nowadays as one of the most suited forms of answering present needs of industrial/servicing companies willing to upgrade their human resources. The fields concerned may be of course specific scientific or engineering skills or beyond managerial industrial management (re-engineering, automation of a production line).
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Typically, these certificates would last between 12 and 18 months (corresponding to a workload of about 300h of courses and lab hours or internships). They could be the first step towards obtaining of a complete degree. They have to be recognised as useful by the involved professional sectors.
These certificates could be preceded by an “Acquired Skills Acceptance” examination of concerned applicants in order to assess their previously acquired skills either through professional activities or academic studies.
2.2.5. Conclusion - problems in Hungary – lack of qualified labour force – why?
Working in the mechanic sector means not one of the “cleaner” jobs. Primary this is the reason that the number of personnel choosing this domain shows a drastically decreasing tendency.
The main reasons of lack of qualified labour force are:
– The salary level is not proportional with the hardness and responsibility of the job
– The migration of the workers to EU countries (where with the same labour investment the benefit is several time higher) is increasing
– Relatively bad working conditions in some area of metal industry
– Management problems
– Monotony of the jobs requiring lower skills
There is also need for stronger co-operation between educational institutions and enterprises.
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2.3. SWEDEN By Mattias Larsson
2.3.1. General overview of the higher and vocational education system related to the sector in Sweden
The Swedish school system is based on two parts: the compulsory school and the non-compulsory school. The compulsory school includes the regular compulsory school and a number of special schools (Sami school, schools for pupils with learning disabilities etc.) and is typically 9 years long. The non-compulsory school includes the upper secondary school (3 years) and the municipal adult education.
After the upper secondary scwith universities and higherAs a complement to the moVocational Education (AVE)to provide the market with wide-ranging proficiency.
At present there is no direcengineering. A högskoleingepoints and a civilingenjör (Musually referred to as a Masas Bachelor of Science in En
Fig. 1.1. The Swedish educational system
hool more than a third of the students continue to the postsecondary level educational institutions located in 20 towns and cities across the country. re traditional forms of education a new form of education, the Advanced , has been introduced during the last couple of years. The goal with AVE is professionals that do not only posses the traditional knowledge but also
t counterpart to a bachelor’s degree or a master’s degree in the field of njör (BSc level) may be conferred on completion of at least 120 credit Sc level) on completion of 180 credit points. However, a civilingenjör is
ter of Science in Engineering and a högskoleingenjör is usually referred to gineering.
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Table 1: Main educational providers in the Stockholm municipality (Engineering degrees) Education body
Level of education
Years of study (Engineering degrees)
Specialities
Number of students per year (2003 admittance) of the sector
Royal Institute of Technology
Higher Academic Education
- Bachelor of Science in Engineering (”Högskoleingenjör) 3 yrs - Master of Science in Engineering (“Civilingenjör”) 4.5 yrs - Licentiate of engineering 2 yrs - Doctor of Engineering 4 yrs
MSc programmes available in: - Biotechnology - Chemical Engineering - Civil Engineering - Computer Science and Engineering - Electrical Engineering - Engineering and Business Management - Engineering Physics - Information and Communication Technology - Materials Engineering - Mechanical Engineering - Media Technology - Microelectronics - Surveying - Vehicle Engineering
608 (BSc) 1828 (MSc) ~300 (PhD)
Stockholm board of undergraduate studies
Advanced Vocational Education
2 years Technicians in CADCAM, robotics and electronics
27
Stockholm board of undergraduate studies
Gymnasium and Vocational Education
3 years - Electricity Programme - Energy Programme - Vehicle Programme - Industry Programme - Technology Programme
-
2.3.2. Qualification award system At the end of the upper secondary school program, students receive a final grade (leaving certificate), which is a compilation of the grades for all of the courses included in the study program. Objectives and criteria’s for the upper secondary school are stated by the national agency of education (skolverket) or the responsible municipalities (local courses). Objectives and criteria’s for an AVE certificates are stated in the curricula of each AVE and the appointed management groups are responsible for their fulfilment. In order to pass a certain course the students have to pass all involved elements. This may include group assignments, laboratory work, homework etc. Usually each course ends with an examination, written or oral. Based on the results the student is usually awarded on e three level scale. The grades range from fail (Underkänd, U) to pass (Godkänd, G) and to pass with distinction (Väl Godkänd, VG). Some institutions apply a four level system ranging from fail (U) to pass (3) to pass with distinction (4) and to pass with special distinction (5). In the field of engineering (professional degrees) it is common practice to use the four level number scale.
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Each course is usually defined by a levelling system from A to D and should correspond to approximately 20 credit points in a certain subject. A-level courses are intended to introduce the subject while D level courses are more in-depth.
2.3.3. Apprenticeship (internship) system for students, recruiting system for graduates - other cooperation with companies
Some programmes include extensive apprenticeship and field studies as a part of their education although this is not usually the case. In the engineering study programmes shorter group assignments are sometimes performed in close cooperation with companies but no extensive apprenticeships. Final degree project work In order to achieve a certain degree the students must fulfil their final degree project work. The final degree project is intended to demonstrate the student’s ability to apply knowledge acquired during the course of studies, and that the student is able to carry out a specific task in an independent manner. The final degree project corresponds to 10 credit points for bachelor programmes and 20 credit points for master programmes. The final degree project may be undertaken at the school, at an industrial site, in a private company, or at a research institute in Sweden or abroad. However, a faculty member must always act as the supervisor. The project work may be of a theoretical and/or experimental nature, depending on the student's background and interests. The project is summarised into a written report and finally presented at a seminar. The student is responsible for finding a suitable degree project among those offered by departments or companies. Before the project work starts it must be approved by the supervisor at the school. The final courses and the project work should together constitute the student's individual profile of skill and proficiency. The final degree project should be performed individually or in pairs. If students work together, each student's work should meet the demands on an individual final degree project. The thesis is generally written in Swedish or English and should always include an abstract in English. Recruiting system for graduates Many companies report vacant positions to the Swedish employment agency and advertise in newspapers. The employment agency puts all open positions on a web site and this is probably the most used method to find a new job. It is also very common that graduates are employed after their final degree work if this is performed in cooperation with a company.
2.3.4. Adult training and life-long learning The Royal Institute of Technology offers courses specifically designed to meet industry needs. These courses are often given on a full time schedule to suit company personnel and are given on demand. Apart from this all courses at the university are open to the general public providing there is still place for more students. For adults without academic background there it a possibility to fulfil the entrance requirements by studying at the upper secondary adult school. And finally there is an opportunity for professionals that want to further extend their knowledge in a certain field to applying to the Advanced Vocational Educations offered by most municipalities.
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Table 2: Form of education that the companies have used
Participation among companies
Internal courses 81 %
Private education companies 76 %
Suppliers 36 %
Public education 10 %
Other companies 8 %
Others (industry organisations etc.) 6 %
Source: NUTEK
2.3.5. Conclusion - problems in Sweden – lack of qualified labour force – why? One problem in Sweden in the relatively low interest among students for science and technology subjects in general. Although there is a lack of qualified personnel in this field the universities find it difficult to attract enough students. The solution to this problem is not obvious and will require new initiatives from the industry, the educational institutions and other supporting organisations.
Hence, it is really important to educate specialist that are really needed by the industry tomorrow and to have updated prognoses concerning the industry need.
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2.4. Italy
2.4.1. General overview of the higher and vocational education system related to the sector in Italy
nd cycle ge group 15-18 years old, a compulsory school attendance is implemented (“obbligo
2.4.2. Qualifications, diplomas and degrees pertaining to the mechanic sector
) Technical schools - among the diplomas in the metal work sector are the following (5 years) are
nts gain qualification, after five the
rs-qualification) examples of qualifications in the metalwork sector
) Apprenticeships offer similar qualifications as listed above (point 3) are considered to be
iploma degree
2
BASIC SCHOOLING – from 6 – 14 years primary and secondary school
Upper secondary schools Incl. technical schools (1) and state vocational schools (2)
Vocational training (3)2 years’ qualification courses
Apprenticeship (4)
(5) Poly tecnics
(6) University
i.f.t.s. (7) Higher training
1 year specialisation courses
2nd cycle 1st C
ycle
Adult education Life long learning (8)
End of compulsory training age 18
End of compulsory schooling age 15
For the aformativo”). From the age of 15 diplomas and qualifications may be gained in ‘alternanza’ school/training/apprenticeships. The recent education reform aims to introduce ‘passarelle’, this means the possibility to pass from one type of school to another during the phase of obbligo formativo (15-18 years).
(1mechanic surveyor, electric surveyor and industrial surveyor. (2)State vocational schools - after three years studeprofessional maturity diploma. (3) Vocational training: (two yeaare mechanic assembler, carpentry and welding, machine tools operator, press operator and general mechanic. In addition as a one-year specialisation the following specialisations are CAD operator, CAD technician,, production technician with CAD/CAM systems, project technician CAD-CAM, quality systems technician, machine and automation systems operator, operator-programmer CNC tools, welder, press technician and technician of production quality control. (4inferior to qualification gained through training. The recent school reform will upgrade the apprenticeship qualifications. (5) Politecnics (3 years) eg: Mechanical engineer d
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Electrical engineer diploma degree, and other specialities including, aeronautics, computer, electrical, communication, vehicle, environmental etc. (6) University (5 years) eg: Mechanical engineering laurea degree Electrical engineer laurea degree, and other specialities, including aeronautics, computer, electrical, communication, vehicle, environmental etc. (7) I.F.T.S. (Higher training) 1200 hrs ‘Personalised’ training modules for gaining training credits that can be recognised by universities for studies and by employers. Open to workers and unemployed, usually with a diploma, but in some cases specific competencies gained through employment may be recognised
2.4.3. Adult training and life-long learning There are several possibilities for workers: vocational training agencies offer free of charge short-term training courses mainly in CAD, quality management, and safety. Firms can also apply for funding for organising training courses to suit their needs; high schools and universities offer specialised courses to gain higher qualifications. Local employment offices can define training courses for the unemployed to respond to demand for workers.
2.4.4. Qualification award system Vocational training is very involved with an eye to the future training, projects are based on skills and competencies referring to professions. A recent reform has made Provinces not only responsible for Vocational training but also fro local Employment policies. This will mean in time a reduction of the gap between training qualifications and the needs expressed by the world of employment. One of the ambitious aims of the Italian government is to end the traditional dichotomy between education and training. This will be achieved by linking up a series of interconnections between the two systems. The study of training credits is also a busy area with plans to recognise school, training and apprenticeships credits, and an eye to the future with the development of lifelong learning and the recognition of workplace learning. In some areas there is already a transversal recognition of qualifications (including qualifications in the metal work sector for example the welding sector).
2.4.5. Apprenticeship system - work experience organised by training schools and institutes, universities, and employment agencies.
Students who have completed compulsory schooling (over 15) can apply for training/guidance experience in firms relative to their field of study: – not more than four months for secondary school students – not more than 6 months for unemployed – not more than 6 months for high school students – not more than 12 months for university students – not more than 12/24 months for people with a disability
The promoting agency (school, employment office, university, etc.) must guarantee the presence of a tutor who will be responsible for educational/organisational aspects. The firm must nominate a person as contact for the promoting agency. The responsibility of this person within the firm is not defined.
Work experience organised by training institutes All vocational training courses of over 600 hours must include 30% of work experience in firms. The tutor from the training institute must define the experience with the person nominated within the firm.
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2.4.6. Conclusions One problem in Italy is the lack of specialised labour, younger people are not interested in the more humble jobs in the mechanic sector, there is a shortage of younger students wanting to gain just qualifications, whereas universities and Polytechnics are facing the increasing number of requests from potential students by applying entrance requisites.
Most graduates in mechanical engineering find employment quite easily.
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2.5 FINLAND
2.5.1 General overview of the higher and vocational education system related to the sector in Finland
The Finnish educational system is made up of basic, secondary and higher education levels. Vocational education belongs to secondary education, is the other half thereof, higher vocational education is mainly provided by polytechnics1 but also by universities. The structure of the Finnish education system is illustrated in the chart below.
Figure 2.5.1.1 The structure of the Finnish education Training in metal engineering and metalwork is given in vocational institutes and in polytechnics. The focus of this report is on the National Qualifications system; i.e. higher education provided by polytechnics (Bachelor of Engineering) and schools of technology (university-level engineers) will only be dealt with to a minor extent. The Ministry of Education on Finland has the overall responsibility for the development of adult education and training. The Adult Education Council consisting of representatives of different interest groups (trade unions and other social parties) assists the Ministry. The Ministry’s domain includes the
1 In Finland, a polytechnic (an AMK-institution) is an university with a vocational bias; vocationally specialised multidisciplinary training institution.
21
preparation of legislation and general decisions concerning education. The National Board of Education, which is an expert body subordinate to the Ministry of Education, assists the Ministry in preparing decisions on education policy. Local authorities organise adult education on their own initiative: they maintain the majority of general upper secondary schools for adult students, adult education centres, vocational adult education centres2 and other vocational institutions. The owner of adult education provider could be the State of Finland, local authorities, joint municipal boards, as well as a private organisation such as an association, foundation and enterprise. Most of the adult education institutions in Finland receive support from public funds, irrespective of their form of ownership. Adult education provision in Finland can be categorised in four types based on the finance of training: 1. Voluntary vocational adult education is divided into long-term and short-term studies. The former
may be funded by the state, the respective local authority of the studying person and the studying person him/herself. The state and the studying person fund the latter.
2. Personnel training is normally financed by an employer. By nature, personnel training or staff-development training is primarily short-term further training and employees are trained according to the employer’s own operational strategies.
3. Employment training (labour market training) is financed by the Ministry of Labour thorough regional authority3. Most training is further supplementary training. The primary target group consists of unemployed people and those at risk of unemployment. Adult employment training also increasingly aims to complete qualifications. Local employment offices select students and applications for training are submitted to them. Employment training is free of charge and the studying persons are supported financially by the state.
4. Additional vocational training arranged in the form of apprenticeship training lasts 4–12 months and leads to a further or specialist vocational qualification. Apprenticeship training is financed almost entirely by the state: apprenticeship training providers are granted a state subsidy.
2.5.2 Qualification award system The National Qualification system is a three-level structure consisting of vocational, further and specialist's qualifications. The different qualifications can be taken, for example, in vocational schools, vocational adult education centres and polytechnics. In metal industry there are also vocational institutes run by the industry and the Metalworkers' Union. The qualifications relating to machinery and metal industry are the following: Study Programme Vocational qualifications Automation Technology and Maintenance Automation Assembler
Maintenance Fitter Casting Technology Founder
Foundry Patternmaker Manufacturing Technology Precision Mechanic
Mechanical Fitter Machinist Plater-welder Instrument Maker
Further Qualifications Specialist's Qualifications
2 The Finnish partner (Turun AKK) represents this educational institution form. 3 In Southwest of Finland this regional authority is TE-Centre i.e., The Employment and Economic Development Centre of Southwest of Finland. There are totally 15 TE-Centres in Finland (see http://www.te-keskus.fi).
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Welders Welders Mechanical Fitters Mechanical Fitters Machinists Machinists Plater-welders Platers Base Metal Industry Instrument Makers Construction Sheet-metal Workers Casting Technology Industrial Pipefitters Foundry Patternmaking Instrument Makers Casting Technology Foundry Patternmaking The vocational qualification takes 3 years, further and specialist's qualifications take up from six months to one year and the training is carried out on the basis of personal study plans drawn up for the students. Usually people who come to do a further or specialist's qualification have been in working life for some years except for those studying in the mentioned industrial vocational schools who often continue directly. Vocational adult education is an integral part of vocational training. Some of the training can be state financed employment training. There are about 1000 institutes arranging adult education, most of them offering training to young students as well. In 2001 there were about 90 000 adults in vocational basic or further training. Relating to vocational education the institutes offer
− Studies included in a qualification − Preparative training for skills demonstration tests (further and specialist's qualifications).
Qualifications are awarded through skills demonstration test, i.e. it is the way the student can to prove that he/she has the competences and skills the occupation requires.
− Training on apprenticeship basis; either for learning a job or specialising. − Further training in order to improve and deepen one's working life skills.
In the following there are some figures concerning the training possibilities in machinery and metal industry in 1999-2002. The figures represent the studying places available in basic training. In addition to these there are a lot of more places in skills demonstration test education, for example in vocational adult education centres. Table 2.5.2.1 Number of studying places in basic vocational education in machinery and metal
industry in 1999-2002
2002 2001 2000 1999 Young Adults All Young Adults All Young Adults All Young Adults All Secondary level 3402 40 3442 3408 172 3580 3505 133 3438 3683 56 3739Polytechnics 4597 234 4831 60 0 60 771 112 883 822 145 967Total 7999 274 8273 3468 172 3640 4076 245 4321 4505 201 4706 In 2003 there were there 3457 studying places for youths in secondary education and 60 places for adult students in basic vocational training. On top of these there were 66 additional places. In polytechnics there were 1165 studying places for youths and 229 for adult students. The following chart shows the number of students who searched and actually started studies in machinery and metal industry in 2001. Table 2.5.2.2 Number of students searched and started basic studies in machinery and metal industry
in 2001.
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Primarily searched
Started
Secondary level
Female Poly-technic
Female All Female Secondary level
Female
Poly-technics
Female All Female
2 316 65 415 57 2 731 122 2 603 63 289 34 2892 97
Started / Primarily searched (%)
Secondary level Women Polytechnics Women All Women
112 97 70 60 106 80 Approved skills demonstration tests are a prerequisite for the award of the qualification. Through skills demonstration tests the skills acquired through work, apprenticeship and training courses can be converted into an official certificate. The tests are meant to assess the qualities needed in working life and are therefore made in close co-operation with it. They are spread over the whole studying time and are arranged in conditions as real-life as possible, either during contact studies or the on-the-job training. On-the-job-training means that the student learns the practical tasks at a work place. The aim is to increase co-operation with the enterprises an facilitate recruiting, i.e. improve the students' possibilities to move into working life and enterprises' possibilities to find skilled workforce The boards of examiners supervise the tests and award diplomas. The further qualification taken in Finland is valid in all EU countries. The professional certificate is a clear proof of the level and quality of professional skills. Finnish vocational education and training is institution-based to a very large extent. Taught courses form the core of the programmes. In order to create closer cooperation between vocational education and training and the world of work, efforts are being made to increase the proportion of apprenticeship training to some 10 % of all entrants. 2.5.3 Apprenticeship Apprenticeship is a unique way to merge vocational studies with factual learning. Apprenticeship has long traditions, it is being developed all the time and is subsidised. Apprenticeship suits as well young as adult students. It is tailored according to the needs of the student and the workplace and aims at vocational, further or specialist's qualifications. According to the development plan for 1999-2004, apprenticeship is developed as an alternative for vocational secondary education and as a form of further vocational training for those in working life. The number of apprenticeship students has quadrupled in 1990s. In 2000 there were 13 000 vocational qualification students and 12 900 in further and specialist's training. Apprenticeship contract is an employment contract binding the student and the employer. The student must have a possibility to practise the occupation wherefore the employer must provide him/her with varied suitable tasks. There are apprenticeship offices and centres in Finland which help with the practical arrangements of apprenticeship training. In 2000 the number of apprenticeship graduates in technical studies were 3392 and in 2001 there were 38314 apprenticeship students in vocational adult training.
2.5.4 Adult training and life-long learning In the following there are some figures relating to the skills demonstration tests done.
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Table 2.5.4.1 Number of those participating in and passing the test in machinery and metal industry in 2001
Those participating in the test: Vocational qualification 365 Further qualification 596 Specialist's qualification 29 Those passing the test: Vocational qualification 147 Further qualification 266 Specialist's qualification 21 Table 2.5.4.2 Qualifications done by adults in machinery and metal industry in 1997-2000
1997 1998 1999 2000 Vocational qualification 65 70 77 157 Further qualification 92 136 154 211 Specialist's qualification 3 14 17 9 It has been proposed by the Metalworkers' Union that the collective agreement should presuppose that a personal training plan is drawn up, which is based both on the training needs of the worker and the objectives of the company. This is not, however, so far included in the collective agreement but the aim is to guarantee working life -long learning and, through this, a balance between the workers' skills and the development of the company activities. Improving work and workplaces and investing in employees is a must if metal companies wish to enhance their image. Skills Finland is association that aims at enhancing the appreciation of Finnish vocational training and knowledge. Taitaja (i.e. professional) is a skills competition for young talents in different vocational schools. The competition attempts to improve craft skills. Virtual learning is one means of developing the qualities of employees. Elmonet a is virtual information system the purpose of which is to function as a practical tool for those developing metal and electronics industry. The pages contain good practices and practical tools and models applicable to the development the industry and professional knowledge. In addition the pages include a database of all ESR-financed projects carried out in metal and electronics industry since 1995. One projects aiming at enhancing the image of metal industry is Komes, an on-the-job-training project, action models are being developed in order to attract more young people to take a job within machinery and metal industry. The earlier discussed further and specialist's qualifications belong to further training; they are meant for adults and qualification can only be achieved through a skills demonstration test. On-the-job-training is part of vocational qualification training in secondary education. The student doing his/her on-the-job-training period has not an employment contract with the employer. Tonet is an information channel for companies, educational organisations and students as well as all those interested in developing on-the-job-training as part of vocational secondary education. It is a practice oriented guide which gives information on how learning is transferred to a new learning environment i.e. a workplace. Among people already at work, on-the-job-training is an often applied training form, for example in work safety and cabin assembly training, since it enables the workers to learn through the phases of their work and at their workplaces. Relating to work safety, a topical issue at the moment is a so-called Work safety card. Work safety card is specifically meant for people working at a common workplace (contractor & subcontractors). Those who have done the training have 1) basic competencies for work
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and workplace initiation, 2) know-how to recognise ambient dangers, 3) knowledge of work safety and co-operation at a workplace Additional further training is provided, for example, by the institute of the Metalworkers' Union, called Murikka. The Murikka institute trains, for example, workers in working capacity and work safety matters as well as in job content development and virtual information search. There are also job-specific further training (e.g. sheet metal work at he moment) and courses of longer duration the aim of which is to train the workers in self-development in order for them to keep up with the rapid changes in today's working life. The international aspect is included in certain courses, for example in the continuing work safety training. The course contents are under continuous elaboration in order to match up to the requirements of the members and those of working life. Retraining becomes necessary, for example, for health reasons. Retraining can be carried out in form of courses, apprenticeship or vocational qualification training. Before the training an examination can be carried out in order to work out a person's studying needs and his/her aptitude for the new job. Another reason for retraining are changes in the structure of the economy. Thus the projects dealing with retraining in metal industry have to a great extent related to Target programme 4: 'Adapting staff to a change in the economic structure and production system'. As mentioned in connection with qualifications earlier, retraining for an new occupation can be done through a skills demonstration test.
2.5.5 Conclusions- problems in Finland - lack of qualified- why ? In conclusion the work force demand prognosis for Southwest Finland will be viewed. The reason for focusing on Southwest Finland is that it is the main operative area of the Finnish Innomet project. One of the biggest challenges for the work force in the metal industry sector is ageing. It is widely known that ageing work force must be kept in employment since metal sector does not attract newcomers. In a very recent study it was found out that machinery and metal industry will suffer most from skilled work force shortage. The need for different qualifications now and in 5 and 10 years' time span is illustrated in the table below: Table 2.5.5.1 Need for different qualifications Qualification needed
At present In 5 years' time
In 10 years' time
Vocational 21 201 245 Further 48 489 430 Specialist's 3 1 4 Total 72 691 669 It has been estimated that almost 40 000 people aged 55-65 will retire from metal industry by 2010. Those graduating from vocational secondary education will cover about half of the need for new work force. Reasons for this are the small number of studying places, the mentioned lack of interest and relatively many who leave off studies. The shortage is predicted to culminate in 2006, after which the industry will before long face a situation with no skilled work force available. Accordingly, there should be new training structures and tools for how not only to sustain the working capacity of the ageing work force in the field but also how to increase and develop working capacity, willingness to work and most notably, the skills. Some experts suggest that life long learning principles serve as a starting platform in order to meet the challenge of ageing work force. Thus, it is not a surprise that life long learning is also a topical issue for metal and engineering industry in Finland. Additionally, it has been argued by employers of the field that life long learning may be a suitable construction to develop certain desired characteristics of employees such as self-management (initiative – entrepreneurship, innovativeness, development-orientation), interaction (ability for teamwork, fluidness of communication) and monitoring skills (ability to analyse development and trends in the environment,
26
to evaluate present situation and future perspectives, to understand one’s own challenges and threats in different situations). According to the Finnish Ministry of Education, the major objectives of lifelong learning are 1) to achieve a high level of education and promote learning-to-learn skills among the population 2) to expand learning opportunities as concerns both quantity and forms of provision 3) to recognise informal learning as a valid form of learning alongside institutional education 4) to secure necessary funds with a combination of public and private financing
5) to promote co-operation between partners influencing the structures of this entity.
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2.6 Comparative conclusions of partner regions
3-4 years
Higher university education1-2 years
Highereducation3-4 years
Uppersecondary education3 years
9 years Basic education
Gymna-siums
Vocational education
Institute of applied
sciences
Adult and continuing education
Doctoral study
Master's study
Bachelor's study
Optional educational schema in partner states
Comparing the educational systems in partner states the optional schema could be drawn as shown in the figure above. Compulsory 9-year basic education is needed. Then the upper secondary level gymnasium or vocational school one can select. Both levels give the opportunity to continue on the higher educational level in technical universities or in the applied higher educational institutions. But after the vocational school graduates as rule begin in industry, as they have the needed speciality. Just now the reorganisation of the educational system takes place in Europe taking into account the Bolognas’ charter. So, in different countries the bachelor studies lasting from 3 to 4 years. Therefore it is conditionally shown in the figure this level not university level but higher educational level and it is consisting of applied studies as well. Graduates from the applied higher educational institutions have enough practical skills to begin their workman way after the graduation. But there are problems with bachelor studies. However Bolognas’ charter declares that after bachelor’s graduation young people have to be able to begin work it is not real in the field of engineering activities. Hence, this is the milestone at university level to define the further direction for specialisation. There is the opportunity to continue on the master’ level after the applied higher institution, but it depends on the country, which additional conditions the applicant has to fulfil. (For example in Estonia they have to do additional module of 8-12 CR of theoretical subjects in the field of specialisation). Of course in different countries number of parallel opportunities to specialise from different levels exists but all of them can be reduced to given optional schema in order to be able to compare the qualifications of graduates.
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3. Background of the industry in the partner states 3.1 ESTONIA
By Dr. Jyri Riives
3.1. 1 Structure of the industry There are more than 400 machine-, metal-, and apparatus building companies in Estonia. More than 100 of them are small workshops with number of employees of 1-5 and turnover less than 1 million EEK (0.06 million EUR).
North Estonia 55%
North East Estonia 7%
West Estonia 10% Central Estonia 10%
South Estonia 17%
Distribution of Machine Building and Metal Working Companies in Estonia
5-19 workers; 37%
20-49 workers; 25%
up to 4 workers; 20%
50 and more workers; 18%
Distribution of the companies of the sector according to the number of workers (by EMTAK)
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Turn-over more than 100 mln
2%
Turn-over 50-100 mln4%
Turn-over up to 1mln29%
Turn-over 10-50 mln22%
Turn-over 1-10 mln43%
Structure of the industrial output (EEK)
Main selling arguments and possible hazards
Argument Relative importance
Good quality of the product 16 % Fast delivery and flexible respond to the customers’ demands 22% Price of the product 27 % Price/quality ratio 35 % Possible hazards
1) Increase of products self-cost due to rising price of resources – Materials – Energy – Labour costs
2) Shortage of qualified staff has an impact to the quality of product 3) Absence of vocational certificate compromises:
– Receiving of job orders – Competitiveness of own labour force
3.1.2 State of the art in the field of qualified labour force
Estimated shortage of labour nowadays
Small Medium Large Vacant jobs exist 28 % 55 % 57 % No vacancies 72 % 45 % 43 %
Current labour need
Machine tool operators 33 Welders 26 Locksmiths 12 Other metal workers 4 Engineers 2 Total 77
Need for workers in 2002 (by size of enterprises) Vacant jobs in 2002 Small Medium Large
Number of answered enterprises 119 71 17 Needed 67 64 71 No vacancies 33 36 29
30
Need in workers in 2002 (by specialities)
Speciality Number of needed staff Locksmith 335 Welder 335 Operator 426 Other metal workers 226 Engineer 31 Technical manager 5 Total 1358
As the average age of workers is relatively high, the real need for new workers becomes bigger in future than claimed by enterprises today. The new workers are needed after 4-5 years, when many of current labour will be retired. Even if today enterprises find proper labour, then in future the finding of skilled workers will cause serious problems.
3.1.3 Estimation of labour qualification and possible ways for improvement
Main problems with current employees (%)
Small Medium Large
No problems 47 28 27 Not enough skilled people 27 25 25 Conscientiousness 12 13 7 Employees are old 2 10 11 Language skills 1 6 9 Alcohol caused problems 2 7 9 Labour flow 6 7 7 Lack of leadership skills 0 0 2 Low salary 2 1 2 Insufficient computer skills 1 3 0
Main problems in finding labour (%)
Small Medium Large
Not enough skilled people 51 51 44 Not enough dutiable labour 17 15 14 Too low salary 15 12 15 Low prestige of the speciality 5 10 15 No problems 10 5 9 Poor language skills (English, Estonian)
1 2 3
Not enough young people 1 4 0
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3.1.4 Cooperation with universities, other education and training providers Educational organisations are expected to exhibit their relevant courses in the Internet. Data from universities and colleges is as a rule not uniform yet. Enterprises and trade unions are interested in certain vocational standards specifying skills level of employees. Academic world cannot react to these expectations correspondingly without knowing the real needs of industry world. Hence the gap between the needs and reality of labour force structure and quality exists.
3.1.5 Conclusion In Estonian metalworking and machinery the main weaknesses of the sector are lack of highly qualified workers, low co-operation between companies, and absence of clear national and international cooperation networks. Although the sector has lack of qualified labour force, Estonia has too high rate of unemployed people (12 %), so improvement of existing educational system as well as re-training and improved qualification award system and cooperation is needed. Only after mapping the current situation in an enterprise and answering to the question “What we have?” is possible to move on to the key question of next stage “What we want to know?”, turning to the training programmes mapped by educational institutions. The main objective of the INNOMET system therefore is to supply enterprises and educational institutions with the updated information related to the needs, structure and qualification as well as about the opportunities of finding/ requesting needed courses. An important step towards this goal is to define and understand the needs for the manufacturing industry for training and education in manufacturing education on global. Regularly updated data by enterprises and educational institutions will contribute to the development of a time based information system as supporting environment by everyday business planning concerning human resources. This will also give companies the opportunity and benefit to upgrade employees within the latest courses of manufacturing and management based on global industry needs and with the state of the art of educational methodologies. As a reward the educational organisations will have a possibility to predict future needs by using information feeds from variety of enterprises.
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3.2 HUNGARY
3.2.1 Global statistics of the structure of industry in Hungary
The distribution of the companies considering the number of employee in processing industry (metal working industry, its apparatus sector, etc.) shows dominance for the subject area of INNOMET. Although the external capital influxes, the appearance of new foreign companies give birth to new workplaces.
Several multi-national companies and foreign ownership companies had established and planted in Hungary in the last decade, especially in the metal industry. These so-called external investments developed the structure of the industrial output, distribution of the net revenues and employees in the sectors (by CSO, 2000)
The manufacture + metal industry and metallurgy + manufacture of metallic raw materials takes up to 45,3% and 11% respectively of the companies and following 41,2% of the active population work in these domains in Hungary (by CSO in 2000).
Industrial and human resource situation in Hungary, survival capabilities, local endowments and regional facilities in pre- and re-qualification are traditionally and precipitously different in the regions of the – not so large – country.
33
Traditional and future (after joining EU) regional view of the structure of industry
No of industrial worker per thousand inhabitants, 2000
Traditional counties and the regions facing the European Union
It is absolutely different to speak about North- and East- oBudapest and towns in West or East or about civilisation inconsiderations the situation is just slightly going closer.
Relative income per inhabitant (GDP 1999) in 1000HUF p
r West- and mid-counties, or about towns and villages, albeit in some
No of enterprises at work per thousand inhabitants in the counties and in the EU regionser counties and EU regions
34
In the different regions the range and the changes of unemployment have been rather differing and full with “contradictions” so far. Especially in the mid-west area (near Székesfehérvár – 70km from Budapest) the range of unemployment was one of the most critical in the previous decade, but – under one roof – the mostly increasing and developing area in the country. Meanwhile in the south-east and north-west the changes of situation (in all terms) were sleeping for years.
The range of unemployment (percent), 2000; in the counties and EU regions
The highest concentration of metal industry can be found around Győr, Székesfehérvár, Tatabánya and Budapest, in the north-west „Dunántúl” (over-Danube) regions of Hungary. The concentration of progressive industry is slightly decreasing from 2000, since the west and mid-west area provide 6% less volume of the national total in the processing industry. However, the differentiation in the range of unemployment is still essential: meanwhile in the mid, mid-west and west counties it is up to 4,6%, in the south-west and the north-east regions it can exceed 9,8%. The capital area (Budapest and nearby) shows still the less range of unemployment and in fact the most progressive changes in employment.
3.2.2 State of the art in the field of qualified labour force
The distribution of qualified labour force follows almost the same structure as the concentration of enterprises including processing industries. Meanwhile in the north-east area after the boom of ’90s the second (large) Technical University must change their profile opening in the direction of general universities because of the sudden lack of students had traditionally been oriented in the direction of metallurgy and material industry for years. Hereinafter, in the last decade some new higher education institutes have been established on the west and mid counties of Hungary. The different qualification areas and following the levels and types of qualified labour force are the same differentiated as the location and high concentration of enterprises and education institutes and centres determined by the global and local strategy, yielding opening scissors between north-west and south-east areas of the country.
On the other hand, the financial restraint in the educational sectors – for years – have provided opening gap between the level of technical equipment used in leading industry and demonstrated in the workshops, laboratories of educational institutes. This situation cannot help to break the tendency of dramatically decreasing number of younger and entrant labour facing metal industry. They prefer selecting more administrative jobs, services, and financial areas still believing in obsolete views of “begrimed” and fully oily engineering and technical jobs. General problem is the lack of skilled worker for the metal industry even in the most prosperous – west – areas of the country.
3.2.3 Estimation of labour qualification and possible ways for improvement
In the last years the process industry (with the trade industry and public administration) offered the most workplaces for unemployment.
35
3%
21%
0%
12%
17%4%
14%
22%
3%
4%12345678910
3.2.4 Main problem of existing qualification in the • the qualified labour force in metal industry is getting elderly
capital town area. • even in the north-west area the range of commuters and day-
Main problem of finding skilled workers or qualified labours: • the requirement of increasing specialisation and division
followed efficiently by the traditional education institutes an• the development of skills is cumbersome because of the
located nearby the capital and county-seats far from the ente
3.2.5 Co-operation with universities, other educatio
High-level co-operation required within the wide range of edregional labour centres are to harmonise the emerging ad-hoc and the requirements of “free” labours seeking new jobs or btraditional education institutes prefer contracts with large or mulspecial labour qualification development. The small- and meddepending on local opportunities) must rest satisfied with thinstitutes or qualification centres. Albeit its fast developineducation“ and web-based solutions supported by multimedia acannot provide trusty and creditable solutions either for the labothe SME-s being more defenceless locally.
3.2.6 Conclusion
INNOMET can provide solution for the problems of labour devof − deep differentiation in the required qualified labour force an− the “causeless” range of unemployment, commuters and day
areas without providing chance for closing the gap between
And with providing clear map of industry proven needs for educ− to get accommodate with what jobs, occupations are needed− to yield industry conform courses and skills answering on th
Agricultural industry Processing industry Civil service Building industry Trade and -catering industry Transportation Financial institutes and banksPublic administration Education Health and medical industry
current industries: and increasingly concentrated to the
workers is increasing
of skilled labour force cannot be d labour centres. concentrated education opportunities rprise.
n and training providers
ucational opportunities. Recently the enterprise demands for special skills eing unemployed momentarily. The ti-national enterprises for general and ium-size enterprises (SME-s – more e commercial offers of educational
g the far-distance, so called “tele-pplications – being in their infancy – ur willing higher qualification and or
elopment in Hungary with diminution
d local makings; -workers even in the most prosperous the regions.
ational institutions in the near future and e real industrial needs.
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3.3 SWEDEN
By Mattias Larsson
3.3.1 Structure of the industry The Swedish enterprises in the machinery, metal engineering, and apparatus sector (i.e. companies in the “INNOMET” fields) form a rather heterogeneous group with many different areas of operation. Traditionally the Swedish industry has been dominated by a number of work intensive industries but during the last decade a rapid shift towards knowledge intensive industries have occurred and knowledge intensive industries in the medicine, electro, telecom and production industry have increased their share of the overall production value considerably. As can be seen in figure below the Swedish companies in the INNOMET sector are unevenly distributed. In the inner parts of the country paper and mass industries are dominating but in the more populated regions the electro, telecom and transportation sectors have grown considerably during the last decade.
Other industry; machine and metalstructure production
Medicine, electro and telecom industry
Transportation industry
Geographical distribution of no. of workplaces according to county and branches respectively (based on official Swedish statistics, 2001).
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No. of employees by company size (based on official Swedish statistics, 2001) The Swedish industry will have to cope with many challenges in the future in order to stay competitive. Generally speaking one could say that it’s important to have the right market mix. That is, to have the right product, at the right time and to the right price. In cooperation with the industry a number of selling arguments have been identified. They concern both the products and corresponding production systems and are considered to be very important in order to stay competitive. Hence, in order to stay competitive a manufacturer must be able to deal with increasing requirements concerning (Main selling arguments and possible hazards in order to stay competitive. No order of precedence):
– Security – Quality – Ergonomics – Productivity – “Time-to-market” and “Ramp-up” – Changeover times – Product variation – Maintenance – Visual feed back – Configurability
3.3.2 State of the art in the field of qualified labour force According to the Confederation of Swedish Enterprises access to technology and capital is no longer the key to success - the key is the company’s ability to attract and develop competence. This is emphasised by statistics that shows clearly how the export of heavy and simple products has decreased while the export and production of highly refined products has increased. As a result to this access to qualified workforce will be even more important in the future. However, with the fast changing requirements on new personnel it is almost impossible to make long-term predictions what kind of competence is needed. Detailed prognoses of what range of courses the educational institutions should provide must be based on a dynamic structure characterised by sought-after demand, renewal and development trends.
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Educational profile in the industry in percent.
Compulsory school Upper secondary school
Post secondary school
Knowledge intensive 25 53 22
Capital intensive 35 54 11
Work intensive 38 52 10 Source: NUTEK, FLEX-2
3.3.3 Estimation of labour qualification and possible ways for improvement During the later years it has been very difficult for the companies to requite personnel with some type of technical background like manufacturing, production and design engineering and it is likely that this trend will continue. People with professional degrees in engineering are often mentioned in this context although people with less education are also sought after. It might even be impossible to find applicants with an advanced vocational education since many of the vocational schools have been shut down during the last decade.
Estimated need for labour force based on level of education in the industry in thousands (based on official Swedish statistics, 2000).
3.3.4 Cooperation with universities, other education and training providers Many of the major actors in the Swedish industry cooperate with the universities (e.g. through industrial research students, apprenticeships etc.) and in the case of the Advanced Vocational Education (AVE) they are usually invited to the managerial body of each school. However, the real problem is not related to the core subjects that are similar to all programmes. The problem is how to adapt the syllabus to local needs, and the needs of SME’s in particular, since they usually do not have any direct connections to the educational institutions. In order to stay competitive they often need narrow specialists with vocational background that cannot be found today. Hence, it’s extremely important to find solutions to this problem and effective channels through which the companies can communicate their needs.
3.3.5 Conclusion As mentioned earlier detailed prognoses, concerning the educational need, should be based on a dynamic structure categorized by sought after demand, renewal and development trends. This further emphasises the need for national and in the long term trans- national communication channel through which all the different partners can meet to share ideas and, based on their actual needs, affect the educational system as a whole.
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The main goal with the INNOMET system in Sweden will be to provide educational institutions with an up to date view of the companies’ actual need. At the same time this will be a possibility for companies to stay competitive and up to date as well as a natural coupling to the research institutions. SME’s are considered as extra important in this context since they often do not have any direct connections to the educational institutions. However, there are other potential applications for the INNOMET system as well. One such application is related to the so called extended enterprise where companies come together to share ideas and experience in a certain field. In such organizations it is essential that the participating companies have well defined human resources in terms of competence and ability to perform a certain task. With the INNOMET approach this vision is reachable and the companies will have an unambiguous way to describe their human resources in terms of knowledge and skills, on company, as well as individual level.
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3.4 ITALY, Piemonte region
3.4.1 Structure of the industry The Metalworking Industry, excluding artisan enterprises, consists of about 60,000 companies which employ about 1,600,000 people. On average each industry employs 27 people, demonstrating a strong presence of small-medium enterprises that constitute the backbone of the Italian economy. The industries that employ less than 200 people represent 98.5% of the market, and employ 43% of the total workforce.
distribution of the companies of the sector according to the number of workers
4% 12%
18%
41%
25%1 to 5 workers6 to 1920 to 4950 to 999over 1000
Almost 35% of companies in the metalworking industry belong to the "manufacture and processing of metal products" sector which employs 22% of the total number of workers. The largest sector with 29.6%, in terms of employment, is the "mechanical machinery and equipment manufacture, installation and repair" sector. Employment in the metalworking industry represents 10% of overall employment of the economy and 40% of employment in the manufacturing industry. Around 61% of metalworking employees are factory workers, 38% are office workers. Women make up 19% of the total workforce in the industry.
NORTH EAST Trentino Alto Adige Fruili Venezia GVeneto
omania Emilia R
iulia NORTH WEST Lombardia Valle D’Aosta Piemonte Liguria
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The highest concentration of the metal working industry is to be found in the South west area of Italy, in the four regions (Lombardia, Vall D’Aosta, Piemonte and Liguria) there are about 42,000 establishments and more than 800,000 workers which reflect respectively 39.1% and 46.5% of the national total. – In the Piemonte region metal workers account for 15% of the workers with 5.9 metal workers
every 100 inhabitants. – In 2002 exports amounted to €128,704 million, imports to €116,962 million. Most of these were
within the European community. – The Italian metal mechanic sector is mainly identified on international markets for the
exportation of machine tools.
Forecast for the future The general forecast is that the national situation will not undergo big changes in the near future. The forecast is however positive, 80% of persons interviewed during a recent survey believe that production will increase; internal demand will increase according to 35% and will remain stationary for 58%; foreign demand will increase according to 43% and will remain stationary according to 50%; 94% of the enterprises do not intend to increase prices of sale, 35% think that employment will increase while 59% think it will remain unchanged.
3.4.2 State of the art in the field of qualified labour force Shortage of labour – there is an increasing difficulty for enterprises to find specialised labour. The younger generation prefer employment outside the metal-mechanic sector. Younger people tend to refuse ‘dirty’ jobs even though this means accepting occasional employment in the tertiary and services sectors, not guaranteed and underpaid.
3.4.3 Estimation of labour qualification – Main problem with current employees are related to the fact that many of the workers are over
55 and will leave employment in the next five years; – Main problem in finding labour is that enterprises can often find many people with degrees,
architects and engineers, but where are the foremen and specialised workers?
3.4.4 Cooperation with universities, other education and training providers Vocational training activities must depend on strong cooperation between education/training institutes and enterprises. Awareness must be raised towards enterprises about the importance of offering space, experience and qualified personnel for hosting work experience and planning training. The regions, who have recently become responsible for vocational training, must be able to make forecasts for future employment needs in the enterprises.
3.4.5 Conclusion The main feature of the INNOMET project for Piemonte region will be to collaborate with our local and trans-European project partners to see how they are facing the question of matching employment demand to preparation of work force. In Italy at local level there has been an improvement in dialogue between universities/ vocational training centres and enterprises, school institutes tend to be a little behind but will be forced to ‘catch up’ with the new schools reform. Therefore the INNOMET system will be tested with our local partners. The regions are now responsible for active labour policies so the final tested INNOMET system could be of interest to them. At trans-national level the INNOMET system could also be interesting for planning future student work experience in partner countries for mobility programmes.
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3.5 FINLAND
3.5.1 Structure of the industry Finnish technology companies operate in three main industrial sectors:
• mechanical engineering (machine and metalwork) • electronics and electricity • metals work (metal processing)
As a relatively new field, environmental technology, saving energy and raw materials, has become an important field. The size of the companies ranges from one man's workshops to companies operating word wide, the products are of all kind from spade to luxury cruiser and stone chipper to mobile phone. The economic situation in metal industry is very much similar to the trend in the whole economy. The economic growth this year is about 2,5 % and a several years' unstable period with slower growth and rapid changes is to expected. The different fields of metal industry, however, differ from each other. In base metals industry production decreased in 2002 but it is expected to increase slowly in 2003. Metal engineering companies made a peak result in 2001, in 2002 the production clearly slowed down but is expected to increase again 2003. In 2002 differences in profitability grew between different companies. This year the results should improve.
Figure 3.5.1.1 Production volume of Finnish metal industry monthly
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The turnover in the different metal industry fields has progressed as follows:
Figure 3.5.1.2 Development of turnover in mechanical engineering Metal industry employs at the moment 215 000 people i.e. about 45 % of Finland's total labour force. Most of these work in machine and metalwork, i.e.140 000 people or 60 % ( app. 60 % blue collar); metals industry account for about 10 % (app. 70 % blue collar), electronics account for about 30 % (app. 50 % blue collar). The sales of the companies being 5 per cent lower in 2003 than in 2002, the number of work force diminished by 6 000 people, nearly 3 per cent. However, investments in research and development have remained approximately on the same high level. Mechanical engineering, electronics and metals industry account for up to 80 % of the total Finnish R&D expenditure.
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Figure 3.5.1.3 Number of staff in metal industry (1000 people) The median age for blue colour workers is 41 years but the most workers are in the age bracket 50-54. The curve drops abruptly after 54 years and only 2 % of the workers are 60 years. 14 % of the workers are 20-24 years old and the number of those 30-40 years is somewhat smaller. Metal and machine products, vehicles, cruiser ships, paper machines, stone treatment equipment, engines, elevators, cranes and lifting devices, forestry and agricultural machines, and of course mobile phones, are examples of products that are appreciated all over the world. The value of exports in August 2003 was 1700 million €, 17 % less than in 2002. However, business prospects in metal industry improved towards the end of 2003, whereas those in other fields stayed negative. 56 % of the production goes to exports. To maintain the strong marketing position calls for development. The aim is therefore to apply new technology as quickly as possible and tailor products according to customers' needs. Overall business solutions are increasingly done in co-operation networks. In this is a way new jobs can also be created in subcontracting companies. Main selling arguments and possible hazards: Know-how, quality and technological edge are important considerations, and will increase in importance, in fields where Finnish metal industry has the best possibilities. To keep the competitive edge companies are increasing their investments in quality management and product research. An obstacle in metal industry is the quality of labour. There is a shortage of experts, such as electronics engineers and skilled workers for metal engineering workshop. Another staff-related problem is ageing, as a great number of experienced workers will retire in the near future and young persons are not attracted by jobs in metal industry. Other hazards that can be mentioned are different operating possibilities and prospects for companies and pressures from countries with lower labour costs and government subsidies. Globalisation will unavoidably lead to an exodus of at least mass production to countries offering cheaper labour, but the real threat today is that Finland may be losing its advantage in technological competence as well. The state of art of the products will be our chance and challenge in the future as well. One way to meet this challenge is to invest in people by creating flexible training structures and opportunities to continuously develop the skills of the work force in metal sector. 3.5.2 State of the art in the field of qualified labour force According to an estimation 40 000 employees aged 55-60 will disappear from metal and electronics industry in 2000-2010, whereas the number of graduates is about two thirds of this. In a recent business research the companies estimated the need for the main qualifications in metal industry as follows Table 3.5.2.1 In mechanical engineering: occupation now in 5 years welder 639 681 machinist 188 237 mechanical fitter 215 226 plater-welder 596 639
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In electronics industry: occupation now in 5 years automation fitter 68 104 electrician 136 149
Comments The need for new metal workers will manifold in the future, even though metal industry is planning to reduce staff at the moment. The lack of skilled labour will culminate in 2006 and after that availability of skilled new labour will continue to cause problems, since metalwork is not seen as an attractive option by young people.
3.5.3 Estimation of labour qualification and possible ways for improvement On the basis of the above research it is clear that the companies will need new skilled metal workers in 5-10 years' time, even though they were rather guarded with their answers. According to the same research training is needed, besides in skills directly connected with metalwork, also in the employees' language, IT, first aid, firework, social and teamwork skills. New workers will be needed because 1) business expands 2) old workers retire 3) skills requirements in the field change.
3.5.4 Co-operation with universities, other education and training providers The strategic aim of the educational and training organisations is to increase the appreciation and attractiveness of metal industry and metalwork as well as ensure that there are skilled metalworkers available also in the future. Several projects are being developed which aim at promoting mathematics and physics studies at school, making technical education more attractive, also among girls, and providing information on the opportunities offered by the field. The educational organisations, on the other hand, must keep the companies informed of their courses and qualifications, since these are often unfamiliar to the companies. Co-operation is important also in that respect that educational organisations must be able to change their curricula and adapt it to the needs of working life. Machine and metalwork companies are most interested to take vocational qualification students (i.e. not further or specialist's qualification) during the on-the-job-training period to learn the central metalwork tasks there. 3.5.5 Conclusion There is a need to make vocational education and training organisations and companies work more closely together. As mentioned the companies do not often know what kind qualifications are done. Similarly, the curricula and courses have to be made to match the needs of working life. To do this the education and training providers must know what the needs of the companies really are. As educators and trainers may risk being stuck in the their world, it is important to make them aware of what is really needed in the working life at any one moment. For this end an on-line system featuring the actual labour demand and supply is valuable tool. This will be all the more important as we will soon be faced with a situation that old experienced metal workers retire and there are not enough new skilled people to replace them.
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4 System and realisation of INNOMET tool in practice Effective recruitment and training of qualified labour force is one of the biggest challenges and problems for industrial enterprises (hereinafter Enterprises) today. At the same time educational institutions are particularly interested in following information – what are those professions needed in enterprises both in short and long-term, what kind of corrections and renewals should be made in curricula, which vocational training courses are required today or in further perspective, etc. In practice common interests of enterprises and education providers can be solved by vocational certification and through the development of cooperation networks and systems. – Requirements to professions are set in accordance to vocational certification principles
(transparent system which is a basis for both for education and recruitment and training in enterprises) which are based on market situation of needed qualifications;
– Training programmes and courses raise skills levels of trainees in categories determined by vocational standards
Users
Companies Educational institutions
Public institutions
INNOMET DB
System exploitation
unit
Companies
Supervising
Educational institutions
Individuals
HOW?
WHAT?
Information suppliers
Conceptual scheme of the system In order to create the virtual sector based cooperation system, a database test-version (INNOMET demo version) is introduced as an open access type system, which structure includes three main parts: 1) All the relevant education institutions, study programmes, re-training programmes and links to e-learning platforms of the sector in detail; 2) Private sector - human resources and labour force demand taking into account present situation and strategic development of manufacturing sector, and based on the existing employee qualification standards - detailed human competence system. Partners develop a common structure of advisory system; however, each partner is responsible for the further development and management of advisory systems in their regions.
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3) Public and support organisations who need surveys and analysis related to human resources in private sector. The purpose of the INNOMET software is to create a prototypic Internet-based information exchange environment connecting both enterprises and education. The software operates with terms like Vocation (i.e. profession, described within boundaries of a current enterprise), Skill, Inquiry and Profession. The INNOMET demo database has the following functions:
a. Mapping of companies’ employees qualifications and skills level according to professions (eg. foreman, welder). Electronic questionnaire has already been developed in the frame of the INNOMET demo version in order to map different angles of skills and qualifications (general skills, specific skills, personal skills, etc) in companies.
b. In future, during the follow-up projects in each partner country the INNOMET
system can be developed in focusing on individual employees according to professions evaluation of his/her qualifications in the company’s structure (human resource development in the company).
c. According to the gaps in qualifications – specific training programmes can be
developed. Short term training programmes can be initiated within the project consortium. Concerning longer courses and new full-scale programmes – recommendations will be made to existing education institutions (universities, vocational schools and other training bodies);
d. Both lack of specific qualified labour force and specific training needs can be
identified with the INNOMET database in long perspective when critical mass of companies are involved by 2006.
e. Also qualification awarding process can be linked to the INNOMET database analysis of existing qualifications in companies training of the lacking skills qualification award system according to national qualification standards.
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Directing
EmployeeQUESTIONNAIRE OF
ENTERPRISE ADVISORYDB
General evaluation ofemployees in threeoccupational categories :1) general skills;2) basic skills3) additional skills;
Register ofenterprises1.2.
Submission in section ofprofessions
Register ofprofessions1.2.3.4.5.6.7.8.
1 2 43 5 6 87
ANALYSIS OF HUMAN RESOURCESRevealing of fortes and weaknesses
SYSTEM OF VOCATIONALQUALIFICATION
SYSTEM OF PERSONNELDEVELOPMENT ANDHUMAN RESOURCES
MANAGEMENT
SYSTEM OF CONTINUINGEDUCATION
I II III
Tasks to be solved on the basis of companies’ human resources description Number of enterprises and education providers from each partners’ region have been selected to develop and test the INNOMET database test-version (the INNOMET demo) in order to gain the widest possible variation of the elements of the advisory open-access environment. In each partner area a sample of 2-5 education providers and companies are selected for survey during the first phase of 2003-2004. The interviews with representatives from different educational institutions have resulted in a number of filled in questionnaires as well as comments. This questionnaire is less extensive than the company questionnaires and has a different form. Hence, it is not possible to make any major conclusions concerning the results. However, the comments could be summarised as follows:
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• The first interviews with the schools showed that the schools were interested in the INNOMET project and the expected outcome.
• Most information in the questionnaire was accepted and available.
• There are problems with graduates’ feedback and it was suggested that the INNOMET applications should provide this.
• The list of topics is not expedient. Some schools have left this section unmarked and put a link to their web page instead. However, these are not always complete and up to date either.
• The list of topics is not complete. Some schools have added a number of topics to the list. The questionnaire comprises three different parts and a guiding description at the end. These include: “Questions on institution information”, “specialisation of the educational institution” and finally “topics of continuing education”. Educational institutions at four different levels are targeted. That is, technical universities, universities, schools of applied science and vocational schools. In total 10 educational institutions have participated in this interview and the distribution between different type of schools is illustrated in table below. Educational institutions questionnaires’ distribution
Technical University
University School of Applied Science
Vocational School
Estonia 1 1 2
Finland 1 1
Hungary 2
Sweden 1 1
In total 2 3 5 The common efforts to engage companies and to build the INNOMET network have resulted in a number of filled in questionnaires from each partner country although the total number of companies in this survey is limited so far. Managers on different levels and with different responsibilities have been interviewed. Together the participating companies form a rather heterogeneous group with different area of operation, as well as location have been finally taken into the sample interviews. Consequently, the results cannot be verified statistically although some conclusion can be made. Companies’ questionnaires’ distribution
Machine building
Tools production
Part production
Mounting and assembly
Apparatus sector
Estonia 3 2 1
Finland 1 1 1
Hungary 2
Sweden 1 1
In total 5 2 3 2 1
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In total 13 companies have answered the questionnaire in the preliminary phase and as can be seen in Table above all types of companies are represented. The turn over of the companies range from 1.4 million EUROS to 80 million EUROS and the number of employees from 34 to 703 persons. Diagram: Operator
The use of labour force categories also affects the results as well as location of the company. Different countries have different labour force categories within their vocational system. Apart from the questionnaires the interviews have resulted in lots of comments and input from the participating companies. Needed specialists are described by skills. For workers level the possible solution is shown in Table below.
Categorised skills of workers in machinery sector General skills
Basic skills Extra skills
Specific skills of profession
Knowledge of specific materials selection of working tools
Management and economy
Skills of reading technical drawings knowledge of manufacturing technologies
Work safety Knowledge of necessary handling operations
CAD/CAM
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Work law Knowledge of working principles and procedures of necessary equipment
knowledge of standard technologies
Computer skills Knowledge of necessary technologies
adjustment of machine tool
Language skills User skills of lifting and handling equipment
benching skills
The enterprise users are asked to fill an electronic table, consisting of following fields (see next table):
1) Profession – professions described in the system 2) Current number of employees 3) Qualification certificates, describing which certificates the persons working
at corresponding profession have 4) Number of employees over 50 years – current number of persons in age
over 50 5) Expected need for workforce during the period –the user can enter the
number of expected need for workforce for the next 5 years.
Example of table of estimated demand for workforce Estimated labour force demand in No. Profe
ssion Current number of employees
Gained qualification certificates
Employees – over 50 years old
2003 2004 2005 2006 2007
1 2 3 …
Educational organisations are expected to exhibit their relevant courses in a database linkable manner. Data from universities and colleges is as a rule not uniform. As a reward they will have a possibility to predict future needs by using information feeds from variety of enterprises. The main practical result of the proposed system is to supply enterprises and educational institutions with the updated information related to the needs, structure and qualification as well as about the opportunities to find needed labour force. An important step towards this goal is to define and understand the needs for the manufacturing industry for training and education in manufacturing education on global. Regularly updated data by enterprises and educational institutions will contribute to the development of a time based information system as supporting environment by everyday business planning and human resources.
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The main information from enterprises is also gathered by completed questionnaires. Human resources potential in the company is evaluated based on skills or professions (see figure below). Companies following ISO certification rules can find it helpful.
CNC operator
Assembler
Welder
Designer
Manufacturing engineer
Foreman
Production manager
General manager
0 1 2 3 4 5
needed level of competence
existing level of competence
know
ledg
es
of w
eldi
ngte
chno
logy
mat
eria
ls
cutti
ng
MIG
/ M
AG
TIG
stai
nles
s s
teel
wel
ding
wel
ding
par
amet
ers
optim
izat
ion
know
ledg
e o
f sp
ecific
mat
eria
ls
5
1
2
3
4
0
n ee de d le v e l o f c o mpe ten c e
e x is ting lev e l o f c omp e te nc e
Needed and existing level of competence in the company based on professions and skills
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Conclusion The system is capable for monitoring of human resources quality and quantity in every participating enterprise of the network. A common key matrix is used in order to connect the terms of enterprise and educational organisations – to define the link between the profession (company level) and vocation (obtained through education). This will give companies the opportunity and benefit to upgrade employees within the latest courses of manufacturing and management based on global industry needs and with the state of the art of educational methodologies. For increasing mutual trust the professional non-profit organisations as well as local authorities should take the initiative in creation or support such networked systems. In addition, through cooperation and open dialogue the image of metalworking, engineering and apparatus sector is also improved between education institutions, students, companies and other organisations. Finally, having the study results in partner countries - the list of needed qualified labour force with their qualification content is introduced as a source material for further development. Results at this phase of the project are used to revise and develop the INNOMET database test version. However in long perspective when a critical mass of companies are involved to the system results could be used as a basis for the educational institutions in order to elaborate complementary study and training programmes and modification of existing ones. In long-term this system can contribute to a better efficiency and transparency of needed education and training in this sector based on private sector labour force demand. Through the development of the cooperation environment between schools and enterprises, the system can also improve practices and access to e-learning and life-long learning platforms. The system also enables evaluation of regional vocational needs at governmental level, and serves as a tool for compiling study national or regional agreements. An important key factor is concurrent development and implementation of vocational standards, including different levels for workers, engineers and managers. The initiated INNOMET system demo can also be transferable to other industrial sectors, e.g. for forest or textile industries, across the European boundaries. In conclusion, it is important to note that during this Leonardo da Vinci II project only a demo version of the INNOMET system is developed, the success and future sustainability of the database depends on the developments and initiatives in each partner region independently. However, very positive feedback among network partners has been received in all partner areas to continue with follow-up projects since the end of 2004-2005.
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List of contacts of INNOMET project partners Tallinn City Enterprise Board (TCEB) Contact person: Kirke Kaleviste Office Location: Vabaduse väljak 7, 15199 Tallinn, Estonia Telephone: +3726404210 Fax: +3726404208 E-mail: [email protected] Federation of Estonian Engineering Industry (EML) Contact person: Dr. Jyri Riives Office Location: Mustamäe tee 4, 10621 Tallinn Estonia Telephone: +372 5010107 Fax:+3722493790 E-mail: jyri@eestitalleks Tallinn Technical University (TTU) Contact person: Prof. Jyri Papstel Office Location: Ehitajate tee 5, 19086 Tallinn Estonia Telephone: +372620 3260 Fax: +3726203250 E-mail: [email protected] Turku Vocational Adult Education Centre (Turun AKK) Contact person: Dr. Jukka Kallio Office Location: Kärsämäentie 11 Turku 20360 Finland Telephone: + 358 2 411000 Fax: + 358 2 4119329 E-mail: [email protected] Stockholm Royal Institute of Technology (KTH) Contact person: Prof. Torsten Kjellberg and Mattias Larsson Office Location: Brinellvägen 68 S-100 44 Stockholm Sweden Telephone: +46 8 7909069 Fax: +46 8 7909075
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E-mail: [email protected] Training institute for workers of Piemonte (IAL Piemonte) Contact person: Tullio Colombo Office Location: Via Cernaia 30 Torino 10122 Italy Telephone: +39 3357513874 Fax: +39115621655 E-mail: [email protected] Budapest University of Technology and Economics (BUTE) Contact person: Ferenc BOÓR Office Location: H-1521 Budapest, XI., Egry József u. 1. Hungary Telephone: +36 1 463-2515 Fax: +36 1 463-3176 E-mail: [email protected] and as Associate partner: Technology Industries of Finland Contact person: Marja-Terttu Tanttinen Eteläranta 10 PL 10, 00131 Helsinki Finland Telephone +358 9 192 3349 www.teknologiateollisuus.fi
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