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Andreas Saniter, asaniter_at_uni-bremen.de Jürgen
Ledl, mail_at_ledl.it
AEROnet, a Pilot Project
Bottom-up Development of a Transnational
Occupational Profile
ECER-Main-Conference, Ghent, 21/09/2007
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Content1. Motivation2. The network3.
Organization of Training _at_ Airbus4. Results
Skilled Work and its Requirements5.
Perspective Evaluation
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1. Motivation

• Raw material, technologies and processes are
  available all over the world
• The quality of products and work processes are
  expected to converge
• Hypothesis So the qualifications required by
  modern work processes converge too
• But the national systems were developed with
  respect to very different traditions
• Due to these individual national conditions, the
  converging qualification requirements were
  adapted in different ways
• Hypothesis An adaptation-caused divergence
  occurs between the VET systems

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1. Motivation

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

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1. Motivation Workload share _at_ A 380
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2. The Network

• AIRBUS France
• Céreq
• Lycée Professionel Privé de lIndustrie Aèronautic

• AIRBUS Espana
• IES Comte de Rius
• School of Engineering
• University of Barcelona

• AIRBUS Deutschland
• Institut f. Technik und Bildung
• Berufsbildende Schulen Brake
• Staatliche Gewerbeschule 15

• AIRBUS UK
• Deeside College
• University of Warwick

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3. Organization Apprenticeship in France
Labour market (technician)?
age
Labour market (skilled worker)?
Vocational training within the plant
School
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Labour market (skilled worker)?
At the planning stage
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18
16
2years
4years
6years
BTS
CAP
Bac Pro

• Theoretical Training in an Airbus-owned, national
  recognized school
• 100 apprentices each year, about 70 finish at
  CAP-level, the others continue for two years
  achieving Bac Pro

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3. Organization Apprenticeship in Germany

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

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3. Organization Apprenticeship in Spain
Intermediate Vocational Training, Maintenance
of motor vehicles Car body work Electro-mechan
ic of motor vehicles
Higher Vocational Training, Maintenance of motor
vehicles Maintenance - Air mechanic
Maintenance - Avionics
Labour Market

• University
• Technical Engineer of Aeronautics
• Aeronautic Engineer (Large Cycle)?
• Aeronautic technical Engineer (SC) -
  aeromotors
• - air navigation
• - airplanes
• - airports
• - airspace equipments and materials

• No intermediate vocational training related to
  production of aircrafts, by this it has character
  of specialization or further training
• CASA/Airbus offers modules of 3 months as a
  training on the job for people with another
  professional profile / education

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3. Organization Apprenticeship in UK

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

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4. Results Typical Professional Tasks (TPTs)?

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

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4. Results Interim Conclusion

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

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5. Perspective Something completely different

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

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5. Perspective Idea of Evaluation

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

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5. Perspective Idea of Evaluation

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

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5. Perspective Possible Results

• How do the sketched training programmes prepare
  for the skilled work on the TPTs?

(Result from a German Study)?
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5. Perspective

• We hope that this approach will lead to a fair
  instrument, independent of national training
  systems
• It should bring evidence concerning the strengths
  and weaknesses of the different national VET
  systems

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