February 2019 | Issue 18
Training and Qualifications R&Di Newsletter
In this Issue Addictive Manufacturing Welding Technology Digital and Soft Skills Circular Economy Training
LEARNING OUTCOMES APPROACH For the past few years we have witnessed a paradigm change in the field of education, specifically vocational education and training (VET). This change was brought about, on one hand, by political and social changes, for example, the economic crisis and unemployment,
and, on the other hand, by more theoretical reasons, such as a greater focus on the needs of the labour market and the recognition of learning, regardless of the learning context and the learning processes followed. Rather than solely focusing on content and teaching methodologies, there is an increasing need to have a more outcome-based approach to education. What does that mean? Simply speaking, it is a more hands-on kind of approach, because it tries to create a solid connection between the competences acquired through the learning process and the labour market needs, using what is called learning outcomes.
February 2019 | Issue 18
Learning Outcomes Approach As explained in the Cedefop (European
Qualifications Frameworks) or the EQF
Centre for the Development of Vocational
(European
Training)
2017,
These frameworks can then be used to
Defining, writing and applying learning
assess the degree to which a student has
a
achieved the learning outcomes. If written
learning outcome states “what a learner is
in a common format and following a clear
expected to know, be able to do and
set
understand at the end of a learning process
harmonisation
or sequence”¹. Knowing this, things become
qualifications
clearer and more transparent for everyone
su bsyste ms
involved: learners know exactly what is
international), thus promoting transparency,
expected from them, the instructor more
no matter what working sector or country
easily orients, selects and adjusts methods of
they are from. In this way, institutional and
teaching, and the labour market can clearly
national borders might be surpassed, when
perceive
we
manual
outcomes:
the
a
published
European
added
in
handbook,
value
of
a
future
Qualifications
Frameworks).
of rules, they also
are
of
allow for a
the
are
way
various
in
different
defined
(e it he r
talking
n at ion a l
about
or
qualifications’
employee to a specific job. When learning
recognition. Of course, the writing of
outcomes are combined into a cohesive unity,
learning outcomes in itself is not enough for
capable of being assessed and validated,
a
they become what the ANQEP (Portuguese
knowledge
National
and
(responsibility and autonomy)3. It is the
Training)
responsibility of trainers and teachers to
guidebook² calls Unit of Competence, or
use the learning outcomes, as objective as
UC, thus providing a learning package fully
they should be, as a guide to turn intended
capable of covering all needed requirements
learning
for a specific work sector.
learning outcomes.
Agency
Vocational
for
Education
Qualification and
true
transformation into
skills
outcomes
of and
into
theoretical attitudes
achieved
For learning outcomes to have a truly widespread nature, they should be aligned with a certain level of a qualifications framework,
either
NQFs
(National
¹ Cedefop (2017). Defining, writing and applying learning outcomes: a European handbook p.13
² ANQEP (2015). Methodological guidebook – concept of qualifications based on learning outcomes p.14
3 Cedefop (2017). Defining, writing and applying learning outcomes: a European handbook.
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February 2019 | Issue 18
SAM As Europe seeks to retain its leading position in industrial competitiveness, there is an urgent need to establish a platform for Additive Manufacturing (AM) skills at European, National and Regional levels.
The Wohlers Report 2018 on 3D Printing and Additive
Addictive Manufacturing
Manufacturing states that the overall additive manufacturing industry grew 21% in 2017 as the industry expanded by more than €1 thousand million. According to Ernst & Young, the demand for AM and related services has increased in the last years and is expected that in 2020 the market volume reaches €10 thousand million. Technology is, however, evolving at a much faster pace than the workers’ skills development to use it. To face this challenge, the ERASMUS+ project Sector Skills Strategy in Additive Manufacturing Project (SAM) started in January 2019 and plans to tackle the current European need for developing an effective system to identify and anticipate the right skills for the Additive Manufacturing (AM) sector demands, thus contributing for the smart, sustainable and inclusive growth of the AM sector. Coordinated by EWF, this consortium includes EWF, CECIMO - European Association of the Machine Tool Industries, IDONIAL (former Prodintec), EPMA - The European Powder Metallurgy Association, MATERIALISE, GRANTA DESIGN, RENISHAW, LORTEK, MTC, AITIIP, ISQ , LMS - Laboratory for
Manufacturing
Systems
&
Automation,
BRUNEL
UNIVERSITY LONDON, ECOLE CENTRALE DE NANTES, LASER AKADEMIE GMBH and POLIMI. We will keep you posted! Stay tuned.
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February 2019 | Issue 18
FSW-Tech project has turned one year now!
W e l d i n g Te c h n o l o g y
During the first year of the Friction Stir Welding Technology (FSW-Tech project), the consortium developed a state of the art report with the aim to understand the main existing qualifications and the skills that are required for personnel to use the FSW techonolgy. On
the
4th
December
2018,
the
partnership joined together for the third transnational
meeting,
in
Timisoara
(Romania), to discuss and work on the “Friction Stir Welding Personnel Guideline� to be launched in the first trimester of 2019. At the moment, partners are working on the training and educational materials that will be presented in May, in Portugal, during the FSW-Tech Learning Activity. To follow the work that is being done access the project website at: http://fsw-tech.eu
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February 2019 | Issue 18
CARBOREP—The European Harmonized
1.
The application of Metal Active Gas welding to repair the damage body of na automobile;
2.
The application of Gas Metal Arc Weld Brazing to repair the damaged body of an automobile;
3.
The application of Resistance Spot Welding to repair the damaged body of an automobile;
4.
The application of Resistance Spot Welding to repair the damaged body of an automobile;
5.
The application of Adhesive Bonding to repair the damaged body of an automobile;
Training for Personnel working with Car Body Repair project aims at creating a
W e l d i n g Te c h n o l o g y
high-quality curriculum, featuring state of the art technologies and joining processes used in car body repair, designed for local shops and other independente operators, in order to ensure that car body repair and maintenance are performed correctly. At
this
stage
of
the
project,
the
professional profile is defined (EQF level 4), as well as the structure of the curriculum. The CARBOREP syllabus incorporates two
competence
units:
CU1—Steel
Structural Body Construction – Welding Repair
and
CU2—Steel/Aluminium/
MultiMaterial Structural Body Construction
– Adhesive Bonding and Mechanical Fastener Repairs.
The competence units are designed using a Learning Outcomes approach, with knowledge, skills and autonomy and responsability description. For more information on the project, please visit our website http://carborep.eu/ or contact Raquel Almeida, in Portugal rmalmeida@isq.pt.
Five job functions will be covered:
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February 2019 | Issue 18
A fundamental aspect of vocational education and training (VET) is directly linked to its mission to help learners acquire knowledge, skills and attitudes
(responsibility and autonomy) which are essential in working life. In this aspect, Work Based Learning (WBL) is fundamental for students to explore and discover their true potential in a working context. On the other hand, VET teachers and Apprenticeship Programs Managers have the goal to stay at the vanguard of teaching methodologies, in order to offer to their apprentices the best possible work learning
Digital skills
experience. The Erasmus+ project App&Teach - Management of Apprenticeship Programs for SMEs tries to answer to these needs. This project aims to train trainers and educators from VET providers and intermediary bodies on the design and co-creation of e-Learning courses for Management of Apprenticeship Programs for SMEs, and tailor made Mobile
APPs adapted to end users specific realities and needs. Don’t miss the next steps and follow us on www.appandteach.com/ and Facebook.
Level Up Level Up project aims at developing the digital skills of adults with low-skilled blue collar occupations for them to adapt to the digital age we are in. These skills are in the core of many working environments and are required to operate many tools used in blue-collar occupations. By gaining the digital skills required for a digital age, adults with low skills will be able to: increase their employability, work more efficiently and productively, find ways of improving their core-skills using ICT, find jobs with better conditions. This project also aims to encourage adult training centres to offer digital skills courses to this target group. This project is just starting so stay tuned to our newsletter to know more about it.
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February 2019 | Issue 18
Boosting the social skills of adults for better employability and success at work—Workers
and employers need to be aware of which skills are necessary for their jobs in order to develop themselves as professionals. In the Move Up project, the most common blue/pink colar occupations were tackled and identified its most important work-related social skills. To help improve adults’ social skills, a b-learning course was developed and is on a piloting phase. An e-learning platform was developed according to the needs of adults with low skills, where they are able to attend the online courses and receive social skill training, required to perform their jobs. This e-learning platform provides
Soft Skills
open online courses, including an area of Community of Practice for open discussions and exchange and also includes an e-library with important and relevant resources. To find out more about the Move Up project visit https://moveup-project.eu/
Work-life balance is an ever-present topic. The so acclaimed balance might not be understood by everybody in the same way, but in the context of today’s labours market a lot of professionals, and especially women, are concerned with the demands of their jobs and how that affects their personal and family lives. Within the project Ladies First! we are working to empower counsellors, coaches and trainers to support women to gain the necessary stability between work and personal/family life. The project reached one year last November 2018 and,
between the 10th and the 14th of December, the partnership got together, in Sofia (Bulgaria), for a learning and teaching activity, to test the first project results, i.e. the training curriculum, its toolbox and the handbook. All these educational and training materials, prepared during the first year of the project, will also be tested, in Portugal, Greece, Italy, France and Bulgaria, during the pilot courses (February to April 2019) aimed at counsellors, coaches, trainers and other educators. To learn more about the project and its activities, in your country, contact your local organisation. Visit http://ladiesfirst.fvaweb.eu/
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February 2019 | Issue 18
Economic actors, such as business and
consumers, are the key in driving this process.
Circular Economy
The
transition
to
a
more
circular
economy, where the value of products, materials and resources is maintained in the economy for as long as possible, and the generation of waste minimised, is an essential contribution to the EU’s efforts
to develop a sustainable, low carbon, resource
efficient
and
economy.
Such
transition
a
competitive is
for Circular Economy – is developing an innovative helping
e-learning participants
training to
course,
acquire
key
entrepreneurial competences for circular economy,
hence
improving
their
employability. In the next months, don’t miss the testing phase in partners’ countries: Portugal
opportunity to transform our economy and
(ISQ),
generate
Netherlands and the UK. Follow our news
new
and
sustainable
competitive advantages for Europe.
7
the
The Erasmus+ Skill Circle project – Skills
Spain,
Sweden,
Romania,
at https://skillcircle.eu/ and Facebook.
February 2019 | Issue 18
Pedagogy & Training
LEAP
On the 7th and 8th of November, ISQ Academy
participated
in
the
kick-off
meeting of DIVINT - Diversity Integration Training - project in Brussels, Belgium. This Erasmus+
funded
project
will
be
implemented during two years and aims to
train language teachers and trainers to cope with diversity and boost intercultural and multicultural education. Groups of newly arrived migrants to European Union countries will have access to intercultural language training in order to allow them to benefit from the acquisition of the hostcountry language and simultaneously from social, civic and intercultural skills. At this
initial stage, organisations from the seven partner countries
- Sweden, Belgium,
On the 17th and 18th of January 2019, the third LEAP – Learn, Engage, Apply and Perform – partnership meeting took place in Limassol, Cyprus. This project, funded under the Erasmus+ programme and which began
in September 2017, aims a step change in the
use
of
pedagogical learners
and
e-portfolios online
by
platform
Vocational
creating to
a
improve
Education
and
Training providers’ collaborative interaction. It will make use of open digital badges to promote
an
attractive
and
engaging
environment for both parts mentioned. ISQ trainers and trainees from the gas field will be
the first Portuguese users testing the platform during the next months.
Portugal, Estonia, Romania, Greece and Spain
–
curriculum
are to
designing further
the
training
develop
training
content related to the mentioned skills. To know more visit our Facebook page.
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February 2019 | Issue 18
Training and Qualifications R&Di Team
Catarina Miranda
Paulo Ferreira
Raquel Almeida
Lara Ramos
cimiranda@isq.pt
pmferreira@isq.pt
rmalmeida@isq.pt
loramos@isq.pt
Tânia Avelino
Célia Tavares
Vasco Gaião
Andreia Morgado
Miguel Troncão
tsavelino@isq.pt
cgtavares@isq.pt
vmgaiao@isq.pt
adias@isq.pt
mftroncao@isq.pt
www.isq-group.com Training and Qualifications R&Di
Av. Eng. Valente de Oliveira, 19,
TAGUSPARK 2740-254 Porto Salvo Portugal Phone: +351 214 228 100
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