Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Look up keyword
Like this
0Activity
0 of .
Results for:
No results containing your search query
P. 1
“Car Mechatronic”– An Open Approach for Designing a New European Core Occupational Profile

“Car Mechatronic”– An Open Approach for Designing a New European Core Occupational Profile

Ratings: (0)|Views: 4|Likes:
Published by Muhammad Azeem

More info:

Published by: Muhammad Azeem on Dec 07, 2012
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

05/14/2014

pdf

text

original

 
6 “Car Mechatronic”– An Open Approachfor Designing a New European CoreOccupational Profile
Georg Spöttl
1
 
Introduction
The European automotive service sector is dominated by global acting car produc-ers which produce cars at a high level of quality. But developing respective quali-fications and competences for servicing cars is the objective of technical educationand vocational training systems (TEVT) in Europe which are different in terms of historical roots and their institutions and organizational structure.The predominant contradiction of this situation is that the product – the car – isproduced at a high quality by all manufacturers whereas highly differentiatedTEVT-systems result in great differences of the development of qualifications andcompetences and their quality. This contradiction – the high quality of cars and thehighly differentiated TEVT-systems with their heterogeneous quality – formed thebackground for a long-term research work and the accreditation of the (first)European Core Occupational Profile – the Car Mechatronic (The term “CarMechatronic” is not only used for the integration of electrical and mechanicalsystems. This term means more than the concentration on technological systemswithin education and training processes. The term is based on the philosophy of aholistic curriculum concept going along the work process. It also includes the car“as an entity” with all technical and social requirements.). The research work anddiscussion started in the early 1990s and was carried on until today. The surveysconcentrated on the changes in the automotive service sector, on the changes of work tasks, on work organization, on technological challenges, on qualificationconcepts and on service philosophies of various car manufacturers in differentcountries.The second period of the discussion started in 1998 and was dominated by theSocial Dialogue within the entire car service sector. During this phase emphasiswas given to the development of an occupational profile within the framework of 
C.M. Schlick (ed.),
 Industrial Engineering and Ergonomics
,DOI 10.1007/978-3-642-01293-8_6,
© Springer-Verlag Berlin Heidelberg 2009
 
 
68 Spöttl
the LEONARDO DA VINVI programme and its accreditation in partner coun-tries. The process was accompanied by a national and European Social Dialogueframework conditions. A European and a World Automotive Congress as well as anumber of workshops on the accreditation of a European Occupational Profilesupported this process.The first step in the development process was based on a research commissionwithin the framework of a FORCE programme carried through by the InstitutTechnik & Bildung of the University of Bremen (The author was project coordina-tor of this research project and of the subsequent LEONARDO projects.). It wasthe beginning of a manifold research work in different European countries.A lot of questions about the reasons for this contradiction and its resolution byall persons involved still remain. Based on the research in the automotive servicesector a European oriented occupational profile will be described which – sup-ported by a European dialogue on vocational education – may contribute to apractice oriented competence development by preserving the national educationalobjectives. The European economy would draw benefits from this development asEurope oriented occupational profiles are likely to ensure a high qualificationThe comprehensive research process for the identification of sector develop-ments by a so far not yet applied research method will be briefly described inChap. 2. The role of the social partners who accompanied the research processwill be highlighted. Chapter 3 concentrates on two focal points. The new chal-lenges for the automotive car service sector will be shown and the necessity totrain all-round technicians. A work process oriented curriculum structure will bedeveloped in Chap. 4. The core characteristics of the curriculum structure and itsdevelopment will be explained. Chapter 5 will clarify the conceptual initiativestaken to implement the occupational profile in European countries with a specialfocus on the Social Dialogue.
aiming at making the European Occupational Profile acceptable for nationalAfter just one year of research work, the sector and company oriented surveysalready revealed a considerable discrepancy between the existing OccupationalProfiles and the corporate requirements in most countries. The existingOccupational Profiles are oriented towards technical-scientific contents whereasthe enterprises request process competence, the ability for problem solving and ahigh identification with the tasks. In spite of the participation and even thedominance of the Social Partners during the creation of Occupational Profiles inmany countries it was not always possible to convince planners of vocationaleducational processes to overcome the technical-scientific way of education infavour of a process-oriented competence development.level in all European countries (
HESS & SPÖTTL 2008
).
 
“Car Mechatronic
69
2
 
A Research Approach to Identify Changes of Work and Future Oriented Needs of the Industry
The main objective of the FORCE study was to compile knowledge on situationsand practices in the development of selected sectors as well as in the field of (con-tinuing) vocational training (CVT) in the European Member States. According tothe Maastricht Treaties this knowledge should promote the development towardsan exchange of information and experiences with regard to common issues of theeducational systems of the EU Member States (Art. 127) and thus facilitate theimplementation of a continuing vocational training policy as an answer to the needfor qualification.The construction of an adequate “image” of the situation within the automotivesector in Europe – as it was required from the study – made high demands to thedescriptive quality of the survey and the documentation of the situation in itscomplexity. This approach clearly differs from scientific traditions of hypothesis-The most important discussion topics of the 14 participating research instituteswere how to carry through an international comparative survey within this frame-work in the automotive sector concentrating on the interrelation of the change of tasks and vocational education and how to identify further issues for a Europeanvocational educational research. The results of these considerations cannot be laiddown in detail here. The essay concentrates on sketching the eventually chosenpath (
BECKER & SPÖTTL 2008, SPÖTTL & BECKER 2008
).Apart from general sector specific surveys in 12 countries, case studies werecarried through in enterprises all over Europe. The enterprise is the focal point forcase studies and permitted to probe into vocational education by studying thecontext of corporate development (organization, changes of tasks) and to link it tothe technological changes. In terms of methodology, there is a slight blurrednesswhich hampers the comparison of the thus defined cases due to country specifictraditions and regulations for the foundation of enterprises and the corporate proc-esses. The enterprise as the focal point can prevent one of the most commonprejudice of vocational education, i.e. the “new contents of qualification are de-rived from” new technologies (
RAUNER & SPÖTTL 1995
).The automotive study is marked by three methodological characterizations:(1)
 
The methodological concept of 50 case studies as well as 12 sector studies(in 12 member states) aimed at reaching a special qualitative representation.(2)
 
A second methodological feature of the sector studies is the close relation-ship between the research process and the Social Dialogue. It could even besaid that the sector studies owe their importance to this relationship high-guided research. The FORCE committee set limits to the research framework. Acomparative description of the situation within the automotive sectors of EU coun-tries was demanded while clearly limiting, however, the appraisal of the differences.“Best practice” and “normal practice” were to be highlighted. An assessment of “bad practice” should not be envisaged (
RAUNER & SPÖTTL
1997).

You're Reading a Free Preview

Download
scribd
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->