learning to develop skills in...
TRANSCRIPT
LEARNING TO DEVELOP SKILLS IN STONECUTTING
Srednja gradbena, geodetska in okoljevarstvena šola Ljubljana, od 7. – 11. marca 2016
KEY QUESTIONS
WHAT ?
HOW ?
WHY ?
MOTIFS OF APPLYING FOR THE PROJECT
• Stonecutting is a traditional activity in the Slovene Karst
area • Stonecutting is a shortage occupation • The Local Chamber of Craft and Small Business of
Slovenia would like to increase the influence of employers on the process of practical work at companies for stonecutters
HOW DID IT ALL START?
The Local Chamber of Craft and Small Business of Sežana took an initiative that the hours of open curriculum from the three year vocational course for stonecutting should be transferred to the work placement at companies. Dilemmas: To take this step, it would be necessary to change the Law of Vocational and Technical Education. This measure would impoverish the theoretical teaching contents and practical work at school (a shortage of 50% hours, dedicated to the professional skills modules). A professional opinion of the employers should be obtained to see if they wish to have an expanded scope of work placement hours for the apprentices or students by more than 50% at all
STARTING WITH OUR FIRST MEETING
Presentation of: • Aproaches • Problems • Technologies • Heritage today
• Presentation of vocational education for stonemasons in each country
• To emprove the cooperation between education and work
• Presentation of good practise
• Compare vocational curricula among schools
• The role of social partners • The legislation
• Seek for best practises among partners in the field of cooperation between training institution and SMES
WHY ARE TRADITIONAL SKILLS SO VERY
IMPORTANT
Natural stone, wood and water are the essential elements of the cultural landscape of Slovenia
THE OLDEST MATERIAL FOR BUILINGS WAS WOOD
LOCAL MATERIALS ARE SUSTAINABLE
IDENTITY AND SUSTAINABLE BUILDING/ ARCHITECTURE
We are aware of the sensitivity of the time and place, as well as our own responsibility towards the natural and built environment.
THE COURSES AT THE SECONDARY SCHOOL OF CIVIL ENGINEERING, LAND SURVEYING AND ENVIRONMENTAL STUDIES, LJUBLJANA (SGGOŠ)
The courses offered by the school enable education for comprehensive and responsible intervention into the built environment as well as preservation of the natural one. The courses are designed for young and adult students. To understand the identity of building and construction traditional skills and competences are required, which we preserve as immaterial heritage. Building technology assistant: Level 3 Bricklayer: Level 4 Stovemaker Stonecutter Building machinery operator Civil engineer: Level 5 Land surveyor Environmental technician
THE COURSES ONLY OFFERED BY OUR SCHOOL IN SLOVENIA
• STONECUTTER • BUILDING MACHINERY OPERATOR • LAND SURVEYOR
Stereotypes: The student starts work placement: “What on earth do you learn at school, you don’t know anything!” The student returns from the work placement: “Well, what did you do at your employer’s?” Student: “Nothing, I fetched lunch and swept the workshop.”
Very common ideas, although nothing of this is true.
THE STONECUTTER – THE STARTING POINT OF THE PROJECT
IT IS TIME TO INTENSIFY THE COMMUNICATION BETWEEN SCHOOL AND PRACTICAL WORK
• The communication so far has been good, but there can always be some improvement
• Participating in the project is very valuable to us because we are able to learn from our distinguished neighbours and partners; Croatia with their reference school in the area of stone carving and, of course, Italy – the stonecutting superpower.
• Surely there are a lot of differences among our education systems but we share the Mediterranean area and its rich tradition.
THE PROJECT GOALS
• Enable the employers to have more influence on the process of practical work at school without interfering with the existing education programme
• Make the work placement competences better
• Improve communication between school and
employers regarding practical work and work placement
• Write an instruction manual for work placement
WHAT, HOW, WHY ? Objectives of the project (WHAT?) • The exchange of knowledge and best practices between the partners, • Establishment of a new strategic partnership associations, schools and
employers (Sežana, Split, Trieste) and schools (Verona, Ljubljana, Brac, Sežana), • Strengthening the impact on employers provide practical training, • Upgrading the current cooperation partners with similar organizations in other
countries and expand this cooperation to new partners. • Establishment and implementation of a new model of practical training
"Learning for the development of competences", • Acquisition of new skills and competences of teachers, educators and
employers, • Acquisition of new practical and useful knowledge for faster responsiveness,
and the inclusion of students after school, • Increasing interest among young people to the profession of stonecutting, • Increasing the corporate interest among young people.
HOW?
• The student and the employer conclude a learning contract at the beginning of the school year. • Employers in the school workshop delivered one of the typical products of his workshop, together with a plan of the product. A student on this product carry out most or all of the contents of the curriculum. • Students in the subjects of the open curriculum (Enterprise) prepare working documents, bid, budget, keep building log and individual items of construction books, preparation of account and handover note for your product. • In practical training with an employer student can continue to work in the same or related products. • An employer may enable students to come into contact with the customer and with him interviewed in the language of the profession. The acquired professional identification and strengthens self-esteem. • Students participate in the installation and protection of the product from the stone and thus get to know all stages of work, including those for which it is not in the school workshop opportunities. • The condition for the kind of work that is not in a hurry to finish the product by the set deadline.
THE CHANGES OF EDUCATIONAL PROGRAME FOR STONEMASONS IN LAST 30 YEARS
• VAJENIŠKI SISTEM (3 mesece šole, 7 mesecev praktičnega usposabljanja z delom)
• USMERJENO IZOBRAŽEVANJE (več splošne izobrazbe, pol leta PUD + pol leta pripravništva)
• POKLICNO IZOBRAŽEVANJE (veliko splošno izobraževalnih in strokovno teoretičnih vsebin, več praktičnega pouka v šoli, manj usposabljanja pri delodajalcu)
• DUALNI SISTEM IZOBRAŽEVANJA (status vajenca, sklenjena učna pogodba, manj splošnih vsebin, praktični pouk + 24 tednov PUD)
• MODEL SKUPNEGA IZVAJANJA PROGRAMOV V GRADBENIŠTVU (skupno izvajanje splošnih vsebin, ločeno izvajanje strokovnih vsebin po poklicih, 24 tednov PUD)
• MODULARNI SISTEM IZOBRAŽEVANJA (učno ciljno načrtovanje pouka, kompetenčna naravnanost… 24 tednov PUD)
SYSTEM OR VALUES?
The students who finish school do not remember the system but the knowledge that they gained in their years of studying. The system is not as important as the teaching contents, the quality of the time used and the close collaboration of education and practical work.
CONTINUOUS INTRODUCTION OF REFORMS…
Much more than constant change students need some creative peace and quiet when they can concentrate on their learning, good working conditions and autonomous teachers and mentors.
THE STRUCTURE FOR THE EDUCATION SYSTEM IN SLOVENIA
Starši pogosto oklevajo pred vpisom mladostnika v programe poklicnega izobraževanja, saj se bojijo, da po končani šoli njihov otrok ne bo mogel napredovati. V resnici je sistem dovolj prehoden, da vsak posameznik lahko na različne načine zgradi svojo poklicno kariero.
OCCUPATIONAL STANDARD, CATALOGUE OF SKILLS AND KNOWLEDGE,
VOCATIONAL CURRICULA
BUREAUCRACY, BUREAUCRACY, BUREAUCRACY
LACK OF TRANSPARENCY
LACK OF FOCUS
IMPRACTICABILITY IN MIXED CLASSES (STONEMASONS, CARPENTERS, BRICKLAYERS)
THE PROFESSIONAL VERTICAL IN THE
STONECUTTING AREA
Quarry worker: National Vocational Qualification Machine stonecutter: National Vocational Qualification Stone fitter: National Vocational Qualification Stonecutter: education programme level 4 Master stonecutter: Level 5 degree of work difficulty Stonecutter – restoration coworker: Level 5 degree of work difficulty (NVQ) Stone processing technology operator: education programme, Level 5 (the programme is in preparation) Civil engineer (vocational-technical education): Level 5 (the only one to enable vocational students the transition to a higher level) Stone shaper: Level 6 Stone processing technician: Level 6 (the programme is in preparation)
QUARRY WORKER MACHINE STONECUTTER STONE FITTER STONECUTTER – RESTORATION CO-WORKER
NATIONAL VOCATIONAL QUALIFICATION IN THE STONECUTTING AREA
The national vocation qualification is under the responsibility of the Ministry of Labour, the Family, Social Affairs and Equal Opportunities. The candidates prove their work experiences and obtain a certificate. The certificates are issued by the school or company at the proposal of the National Committee. The candidate can acquire the missing knowledge by going on training and he or she proves it by taking an exam.
THE SCHOOL OF RENOVATION
The partners in this project are: • Slovene Association of the Historic Towns • Institute for the Protection of Cultural Heritage of Slovenia • Faculty of Architecture • Secondary School of Civil Engineering, Land Surveying and Environmental Studies,
Ljubljana (SGGOŠ) The school of restoration qualifies for National Vocational Qualifications: Bricklayer – restoration co-worker Carpenter – restoration co-worker Stove maker - restoration co-worker Stonecutter - restoration co-worker Joiner - restoration co-worker Painter and decorator – restoration co-worker Roof tiler/ roofer - restoration co-worker Tin smith – restoration co-worker
It is the system of workshops that enable the candidates to qualify to work on the object of cultural heritage.
THE SCHOOL OF RENOVATION - ŠTANJEL, 2005
RESTORATION OF LIME PLASTERS I.
The workshop was intended for restoration specialists, preservationists, buildings owners, building contractors and the local community. Restoration of granary on Stara Vrhnika, November 2015.
RESTORATION OF LIME PLASTERS II.
PHARE PROJECT – ŠMARJE PRI JELŠAH
PHARE PROJECT – LANTHIERIJEV MANER, VIPAVA
Module Programme units
compulsory/ optional
1. grade weekly
2. Grade weekly
3. grade weekly
Total number of
classes
Credit points
A – GENERAL CORE
P1 SLOVENIAN LANGUAGE
compulsory 2 3 3 213 12
P2 MATHEMATICS compulsory
3 3 3 213 12
P3 FOREIGN LANGUAGE
compulsory
2 2 2 164 9
P4 HISTORY OF ART compulsory
1 33 2
P5 NATURAL SCIENCE
compulsory
2 2 132 6
P6 SOCIAL STUDIES compulsory
2 2 132 6
P7 PHISICAL EDUCATION
compulsory
2 2 2 164 7
TOTAL A 1051 54
EDUCATION PROGRAMME - STONEMASON
Mod Programme units compulsory/ optional
1. GRADE weekly
2. GRADE weekly
3. GRADE weekly
Total number of
classes
Credit points
B – COMPULSORY VOCATIONAL PART
M1 BUILDING MAT., ARCH. HERITAGE
compulsory
3 2 2 198 10
M2 BASIC BUILDING CONSTRUCTIONS
compulsory
2 2 2 165 8
M3 TECHNICAL DRAWING
compulsory
3 99 4
M4 STONEMASON CONSTRUCTIONS
compulsory
4 6 8 455 22
M5 WOODEN PANELING optional 65 4
M6 MANUAL MANU. OF STONE
optional
65 4
M7 BRICK WALLS optional
2 65 4
M8 PLASTERS optional
3 65 4
M9 CERAMIC WORKS optional
65 4
M10 FORKLIFT optional
65 4
M11 CONCRETE CONSTRUCTIONS
optional
65 4
TOTAL B 1047(-640) 52
Module Programme units 1. GRADE
2. GRADE
3. GRADE
Total number of classes
Credit points
C – WORKSHOP - SCHOOL
PRACTICAL LESSONS 640 30
Č –WORKSHOP – ENTERPRISE, 38 hours per week
PRACTICAL WORK IN COMPANY
114
3 weeks
380
10 weeks
418
11 weeks
912 40
D – INTERESNE DEJAVNOSTI
EXTRACURRICURAL ACTIVITIES
64 64 32 160 6
E – OPEN CURRICULUM
OK WORK AND OCCUPATIONS IN CONSTRUCTION
6 4 526 26
OK LIGHTWEIGHT CONSTRUCTION EQUIPMENT
7
OK ECONOMY AND MANEGEMENT
2
TOTAL A+B+Č+D+E 3696 178 +2 = 180
NUMBER OF STONEMASONS UNTILL 1989
The year of entry Num. of students The year of entry Num- of students
1989/1990 13 2002/2003 12
1990/1991 8 2003/2004 12
1991/1992 12 2004/2005 8
1992/1993 10 2005/2006 4
1993/1994 11 2006/2007 6
1994/1995 15 2007/2008 4
1995/1996 10 2008/2009 2
1996/1997 11 2009/2010 6
1997/1998 18 2010/2011 4
1998/1999 8 2011/2012 5
1999/2000 ni podatka 2012/2013 2
2000/2001 ni podatka 2013/2014 3
2001/2002 4 2014/2015 6
2015/2016 2
DEMAND FOR BUILDING AND CONSTRUCTION
PROFESSIONS IN 2014 Izobrazba N Delež v %
Določen
čas v %
45204 ZIDAR 14039 30,7 88,8
45203 TESAR 6910 15,1 90,4
15201 GRADBENI DELAVEC 4253 9,3 89,3
25204 ZIDAR ZA ZIDANJE-OMETAVANJE 3618 7,9 92,5
55211 GRADBENI TEHNIK 2839 6,2 70,9
44701 SLIKOPLESKAR 2022 4,4 87,7
45202 ŽELEZOKRIVEC 1991 4,3 90,2
65201 INŽ. GRADBENIŠTVA 969 2,1 65,1
45210 STROJNIK GRAD. MEHANIZACIJE 931 2,0 83,6
75203 UNIV. DIPL. INŽ. GRADBENIŠTVA 851 1,9 60,5
24701 PLESKAR 740 1,6 86,6
25203 TESAR OPAŽEV 628 1,4 93,2
75221 DIPL. INŽ. GRADBENIŠTVA (VS) 566 1,2 59,0
45232 IZV. SUHOMONT. GRADNJE 506 1,1 92,3
ostalo 4921 10,7 81,2
Skupaj 45784 100,0 86,0
Vir: ZRSZ, baze PDM
The year of demand N % Full time yob % Part time yob %
2008 12179 22,39 22,26 77,74
2009 7883 14,49 18,23 81,77
2010 8005 14,72 17,69 82,31
2011 14233 26,17 11,66 88,34
2012 12085 22,22 10,77 89,23
Total 54385 100,00 15,68 84,32
DESPITE THE CRISIS IN BUILDING AND CONSTRUCTION, THE DEMAND FOR BUILDING PROFESSIONS RETURNED TO ITS ORIGINAL LEVEL SOON AFTER THE HEADLONG FALL IN 2008, AND EVEN SURPASSED IT. THERE WAS A SUBSTANTIAL CHANGE IN THE EMPLOYMENT STATUS OF WORKERS.
Vir: ZRSZ, baze PDM
THE IDEAL SLOVENE WORKER IS
,
WELL-READ AND EDUCATED, A SPECIALIST FOR A PARTICULAR PURPOSE,
NOT PAID.
THE PROJECTS ARE USELESS IF THERE IS NOT ENOUGH INTEREST FOR THESE PROFESSIONS AMONG YOUNG
PEOPLE
PROMOTION: Presentations on elementary schools Careers marketplace Technical days Open school days School information day “Informativa” Fair National Stonecutting Competition (selection of the competitor for Euroskills) Taking part in the Euroskills Public exhibitions Newspaper articles, radio and television broadcasts,… Participating in public events Association of Slovene Natural Stone suppotrers
EUROSKILLS 2014, LILLE, FRANCE
LEON MAHNIČ
2nd place
EFFORTS TO PRESERVE OF KNOWLEDGE
Association of Slovene Natural Stone Supporters, from 2003
MEMBERS ATTENDING TO SPREAD THE CULTURE OF STONE
The contribution of members of Association of Slovene Natural Stone Supporters in the promotion of the stonecutting profession is extremely important.
PERFECTION KILLS THE GOOD…
Amateur stone processing is very useful and charming, but…
those amateurs are building a chapel together with local priest.
Creativity is good, but it has limits.
WHAT CAN WE DO TOGETHER?
We can: • Find similarities and differences among the systems
• Find out our common interests
• Identify the areas where standardisation or convergence
make sense
• Preserve differences where they are reasonable
• In the first phase set the framework of the instruction manual for work placements, in the final stages finish it
WHAT DO WE EXPECT FROM EACH OTHER?
“ANALYSIS IS PARALYSIS…”
Everything is difficult and nothing is possible.
Nothing is difficult and everything is possible.
What do we want? What do we expect? What do we have to do in order to achieve our goals?
COMPLETION OF THE PROJECT
Practical work stone cutting skills, manual stonecutting tools Work placement at companies:
Workshop and work documentation Communication with the employer and customer Manual and machine stonecutting Assembly of stone elements
Instruction manual Execution of individual tasks from communication to the handover (and acceptance) report
THE INFLUENCE OF THE EMPLOYER ON THE PROCESS OF PRACTICAL WORK AT SCHOOL
• Signing a contract between the student/ apprentice and the employer at the beginning of the school year.
• The employer brings a typical product into the school workshop.
• The school defines which part of the teaching contents from the academic catalogue will be done on the product.
• When at the work placement at a company the student/ apprentice continues his work on the product. The employer enables the student/ apprentice to communicate with the customer and to prepare the work documentation.
• The student/ apprentice is involved in the assembly of the product as well as handing the product over to the customer.
• The student/ apprentice goes through all the phases of the work, from planning, work
preparation, communication with the customer, preparation of the work documentation, preparation of the working area and ensuring the safety of it, finishing and assembly of the product to the handover report.
THE STRUCTURE OF THE INSTRUCTION MANUAL FOR THE PROCESS OF THE WORK PLACEMENT
AT COMPANIES
• The first contact with the customer. • Field sketching and measuring or communication with the project manager and review
of the plan. • Preparation of the work documentation (work order, workshop drawing, element
composition). • Preliminary assessment of costs, talking to the customer. • Preparation of stencils/ molds/ templates. • Preparation of the material, machines and tools. • Preparation of the workplace according to the Occupational Health and Safety Act and
the Decree on the Implementation of Safety and Health Requirements. • Carrying out horizontal and vertical transport. • Manufacturing of the product according to the plan or workshop drawing. • Product assembly. • Issuing the invoice/ bill. • Instructing the customer on the care and maintenance of the product. • Handover (and acceptance) of the product, handover report.
THANK YOU FOR YOUR ATTENTION