LEARNING TO DEVELOP SKILLS IN STONECUTTING Srednja gradbena, - - PowerPoint PPT Presentation

LEARNING TO DEVELOP SKILLS IN STONECUTTING

Srednja gradbena, geodetska in okoljevarstvena šola Ljubljana,

• d 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

• f 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
• ur 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

• f cultural heritage.

THE SCHOOL OF RENOVATION - ŠTANJEL, 2005

RESTORATION OF LIME PLASTERS I.

The workshop was intended for restoration specialists, preservationists, buildings

• wners, 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/

• ptional
• 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/

• ptional
• 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

• ptional

65 4 M6 MANUAL MANU. OF STONE

• ptional

65 4 M7 BRICK WALLS

• ptional

2 65 4 M8 PLASTERS

• ptional

3 65 4 M9 CERAMIC WORKS

• ptional

65 4 M10 FORKLIFT

• ptional

65 4 M11 CONCRETE CONSTRUCTIONS

• ptional

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

• stalo

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
• f 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
• n 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
• f 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