Meserii PDF

REAR WINDOW
TRANSPARENT QUALIFICATIONS
IN THE ENGINEERING SECTOR
I/06/B/F/PP-154099
- WORK PACKAGE n° 1 -
output 1
ANALYSIS OF THE QUALIFICATION SYSTEMS
& FINAL RESULTS
IMPRINT
This report was developed in the course of the LEONARDO DA VINCI pilot project “REAR WINDOW -
Transparent Qualifications In the Engineering Sector” (project number: I/06/B/F/PP-154099).
This project has been funded with support from the European Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
For non-commercial purposes, a download version of this publication is available at: www.rear-window.org
© 2007 IAL Emiglia Romana, Bologna

REAR WINDOW
TRANSPARENT QUALIFICATIONS
IN THE ENGINEERING SECTOR
3
PARTNERSHIP
The following partners had been working on this report:
IAL Emilia-Romagna (IT) Cristina Ferrari

Promotor and co-ordinator
ANUP – Association of Romanian Popular Ileana Boeru

Universities (RO) Roxana Mihail
BEST Training (AT) Helmut Kronika

Work package leader (WP1) Wolfgang Eisenreich
Margot Fraßl
CEDIT - Centro Diffusione Imprenditoriale della Gianfranco Corrieri

Toscana – Confartigianato Toscana (IT) Raquel Jara Romero
CNFPA - Consiliul National de Formare Profesionala Ana Elena Costin

a Adultilor (RO) Catrinel Gagea
Elena Halalai
Dan Bajan
Fundación Red Andalucía Emprende (ES) Rafael Gonzalez Martos
KTP Spolecnost pro kvalifikaci na trhu práce (CZ) Dagmar Berkova

Imke Troltenier
4
TABLE OF CONTENTS
IMPRINT 2
PARTNERSHIP 4
TABLE OF CONTENTS 5
1 INTRODUCTION 7
2 ANALYSIS AND COMPARISON OF THE NATIONAL/ REGIONAL QUALIFICATIONS

SYSTEM IN THE ENGINE ERING AREA OF THE COUNTRIES INVOLVED 9
Analysis of the Qualification System in Austria 9

Analysis of the Qualification System in the Czech Republic 17
Analysis of the Qualification System in Italy 22
Analysis of the Qualification System in Spain 29
Analysis of the Qualification System in Romania 34
3 SCREENING OF THE ENGINEERING AREA PROFESSIONS DESCRIBED IN THE

ANALYZED QUALIFICATION SYSTEMS 45
Engineering area professions in Austria 45

Engineering area professions in the Czech Republic 50
Engineering area Professions in Italy 53
Engineering area Professions in Spain 55
Engineering area Professions in Romania 57
4 ANALYSIS AND COMPARISON OF PROFESSIONAL STANDARDS USED IN

DESCRIBING THE PROFESSIONAL FIGURES OF ANALYZED NATIONAL/REGIONAL
SYSTEMS 61
Austria 61
Czech Republic 66
Italy 67
Spain 73
Romania 75
5
5 VALIDATION OF FORM AL AND INFORMAL LEARNING 78
Austria 78
Czech Republic 79
Italy 80
Spain 82
Romania 83
6 DEFINITION OF COMMON CRITERIA FOR CHOOSING THE PROFESSIONAL

PROFILE TO BE DEEPLY ANALYZED 84
ANNEX: NATIONAL REPORTS IN ACCORDING NATIONAL LANGUAGES 88
Austria 89
Czech Republic 106
Italy 115
Spain 130
Romania 139
6
1 INTRODUCTION
The “Rear Window” project will create methods and instruments for the comparison of
the national/regional qualifications systems in the engineering area. In order to achieve
these objectives, the first work -package comprised an overall analysis of the
qualification systems in the participating countries, i.e. in Austria, the Czech Republic,
Italy, Romania and in Spain.
In particular, the following steps were undertaken:
? Analysis and comparison of the National/Regional qualifications system in the

engineering area of the countries involved
? Screening of the engineering area professions described in the analyzed
qualification systems
? Analysis and comparison of professional standards used in describing the
professional profiles in the analyzed National/Regional systems
? Definition of common criteria for choosing the professional profiles to be deeply
analyzed
? Identification of seven professions within the engineering area for comparing and
translating the relative qualifications in the subsequent work-package.
For each participating country, a National Report was elaborated that contains the
following aspects:
? Analysis of the National/Regional qualifications system in the engineering area

? Screening of the engineering area professions
? Analysis of professional standards used in describing the professions
? Validation of informal and non-formal learning
These findings, the synthesis and the subsequent analysis form the content of this
report.
General situation
Many people undertake learning activities outside their own country. The appeal of this
kind of mobility is nonetheless limited by various factors, in particular the absence of
provisions for the transfer, validation and recognition of learning outcomes acquired
abroad. The same applies to the transition from one system of vocational education and
training to another, or from an informal learning situation to a formal training context.
With regard to the promotion of a " European Workspace", it is generally agreed among
European policy makers to enhance European cooperation in vocational education and
training. Therefore transparency of certificates, diplomas and qualifications,
7
transferability of competencies as well as accreditation and recognition of non-formal
and informal learning are necessary.
The notion of lifelong learning is based on the idea that people learn throughout all
stages of their life and that formal systems of education and training, as well as inform al
and non-formal activities organised around these systems, all have a crucial part to
play.
Lifelong learning reflects the necessity of building a “learning and knowledge society”. It
is about employability and adaptability, as well as about personal development and
fulfilment, and it recognises the existence of a variety of learning needs and learning
forms that cannot be standardised but should rather be combined. In other words,
lifelong learning emphasises that there is a need for a broader knowledge base, a need
to reconcile the qualities of specialised teaching in education and training institutions
and the qualities of experienced-based learning from practical working as well as life
situations.
By definition, the concept of lifelong learning enlarges the scope of learning to include a
wide range of organisational structures, processes and methods outside formal
education and training institutions, as long as they contribute to enhancing the
possibilities of self-development and skill formation of the individual. From this point of
view, the implementation of this concept also challenges the traditional forms of work
organisation, requiring the development of more learning-friendly work environments.
This is necessary to meet the individual’s need for continuous and varied renewal of
knowledge and the enterprise’s need for a broad array of knowledge and competencies.
Using learning outcomes as a key element in qualification frameworks implies a lesser

need to be prescriptive in relation to the input s to the learning process. It is the level of
competence achieved at the end of the process that is looked at.
In this report, we will refer to questions on standards and qualifications in the

participating countries Austria, Czech Republic, Italy, Romani a and Spain.
8
2 ANALYSIS AND COMPARISON OF THE NATIONAL/
REGIONAL QUALIFICATIONS SYSTEM IN THE
ENGINEERING AREA OF THE COUNTRIES INVOLV ED
ANALYSIS OF THE QUAL IFICATION SYSTEM IN AUSTRIA
Secondary and Post -Secondary Non -Tertiary Education: Objectives
Secondary school (Hauptschule)
Hauptschule is to convey basic general education and to prepare pupils for occupational
life and/or for a transfer to an intermediate-level and higher-level school.
Pre-vocational school (Polytechnische Schule)
Polytechnische Schule (pre-vocational school) is to prepare pupils in the 9th year of

compulsory schooling for practical life, in particular for the labour market, by adequately
expanding and enriching their general education, by preparing them for career choices
through vocational orientation, and by conveying a basic vocational education. Pupils
are to be best qualified consistent with their interests, talents, gifts and abilities for
taking up an apprenticeship andpart -time compulsory vocational schools.
Part -time compulsory vocational school (Berufsbildende Pflichtschule / Berufsschule)
The Berufsschule has the task of providing supplementary specialised instruction and
offering persons who have to complete compulsory vocational schooling basic
theoretical knowledge, promoting and complementing their company -based training, and
to improve their general education. “Supplementary" means: in addition to the work in
the training-company (apprenticeship or trainee contract).
Medium-level technical and vocational schools (Berufsbildende mittlere Schulen)
The Berufsbildende mittlere Schulen have the task of imparting the basic specialist
knowledge and skills that qualifiy students to immediately take up a profession or trade
in the domain of technology, arts -and-crafts, domestic science, or any other economic
or social area. Thus, the Berufsbildende mittlere Schulen offer training for certain
professions and an appropriate measure of general education with a particular
emphasis on personal development and key competence. Training in practice firms,
9
school workshops, laboratories and other facilities forms an essential part of the
respective course.
Most of the disciplines require the students to acquire work experience in companies
during the summer holidays
Secondary techni cal and vocational colleges (Berufsbildende höhere Schulen)
The Berufsbildende höhere Schulen have the mandate to impart a higher level of
general and specialist education, qualifying students for direct entry into higher-level
professions in the areas of commerce, technology, arts-and-crafts, home-economics, or
any other economic or social area, and at the same time lead to the qualification to take
up university studies.
The qualifications offered are equivalent to those acquired through post -secondary
vocational training in other EU-member states. Personal development, communicative
competence, mobility, flexibility, creativity, social commitment and ability to work in
teams are major objectives of the training courses. Practice-oriented working methods
are trained in practice firms, school workshops, laboratories and other facilities. Most of
the courses require periods of work -experience during the summer holidays (number
and duration given in the curricula).
Secondary and Post -Secondary Non -Tertiary Education: Types of Institution
Secondary school (“Hauptschule”)
The general secondary school follows the 4th year of primary school and comprises four
years (grades 5 - 8). Its task is to convey basic general education and to prepare pupils,
according to the ir interests, talents, and skills for occupational life and/or for a transfer
to an intermediate-level and higher -level school.
The general secondary schools belong to the “Allgemein bildende Pflichtschulen”

(general compulsory schools) and are operated by a different provider than the
“Allgemein bildenden höheren Schulen” (academic secondary schools). Secondary
schools are therefore often situated in close vicinity or in the same building as other
academic secondary schools. They are run by local communiti es or municipal
associations.
Pre-vocational school (“Polytechnische Schule”)
The pre-vocational school is a one-year school primarily attended by pupils aged 14-15
as their 9th year of schooling, who want to take up vocational training immediately after
the statutory schooling period via the dual system (part -time compulsory vocational
school).
10
Part -time compulsory vocational school („Berufsbildende Pflichtschule / Berufsschule“)
Apprentices within the meaning of the "Berufsausbildungsgesetz" (Vocational Training

Act) and persons being trained in an apprenticeable trade in special independent
training institutions are subject to part -time compulsory vocational schooling.
Attendance is either all year round, in courses or seasonal, in addition to training in a
company. This type of vocational training is called “Duales System” (dual system).
The tasks of part -time vocational schools are laid down in § 46 of the
"Schulorganisationsgesetz" (School Organisation Act). They are to convey to persons
undergoing part -time compulsory schooling the basic theoretical know-how through
specialist technical education in addition to company -based training, to support and
assist their training on the job and to widen their general education.
Currently, there are some 250 apprenticeable trades. The ratio of time spent on
company -based training to time spent on vocational-school training is approx. 4:1.
About 40% of all compulsory school leavers take up an apprenticeship, one third of
which is female. Most apprentices are found in the trades and crafts, ahead of
commerce, industry, tourism and leisure, transport, banking and insurance. Apprentices
are entitled to a remuneration that is governed by a collective tariff agreement and
amounts to approx. 25 - 40% of the initial wage of a skilled worker in the first year of
apprenticeship and then rises annually.
Medium-level secondary technical and vocational schools (“Berufsbildende mittlere

Schulen”)
After 8 years of schooling young people have the choice, apart from further training in a
general education school, among 300 technical and vocational training variants. There
are the following major categories:
? Part-time compulsory vocational schools

? Medium-level technical and vocational schools: Grades 9 – 12 max.
Berufsbildende mittlere Schulen take 1 to 4 years and give pupils the
qualification of a skilled worker or medium-level employee. In the area of
Berufsbildende mittlere Schulen longer training courses are predominant;
moreover, a tendency away from medium-level to higher level schools can be
noted.
? Secondary technical and vocational colleges: Grades 9 – 13. Berufsbildende
höhere Schulen take 5 years and lead to the Reife- und Diplomprüfung
(matriculation and diploma examination).
Specialisation of Studies concerning the Engineering and Mechanical Sector
Part -time compulsory vocational school („Berufsbildende Pflichtschule / Berufsschule“)
The approx. 250 appreticeable trades are classified by the duration of training.
Apprenticeships taking 2 years and 2.5 years (predominantly crafts): e.g.: cleaner of
monuments, facades and buildings, confectioner, beautician, masseur, textile pattern
designer (2.5 years).
11
Approx. 70% of apprenticeable trades take three years of training: e.g. office clerk, retail
trader, wholesale trader, industrial clerk, auto electrician, hairdresser and wigmaker
(stylist), cook, restaurant manager, plumber and fitter, carpenter, joiner, bricklayer,
painter and decorator, tailor (for men or women), disposal, waste and waste
water manager.
Apprenticeab le trades with a 3.5-year training (frequently technical trades): e.g. car
mechanic, electrician, fitter mechanic, communications technician, machinery fitter,
photographer, optician, chemical laboratory technician
Four-year branches: e.g. dental technici an, plant electrician, mechanic, tool mechanic,
electrical technician specialising on process technology.
There are technical Colleges (Fachschulen) for: construction technology, electrical

engineering, electronic enginieering, aviation engineering, mechanical engineering,
carpentry
Higher-level technical and vocational schools (“Höhere technische und gewerbliche

Lehranstalten”):
? construction technology (various special focuses),

? interior design and woodwork ,
? chemistry (various special focuses),
? electrical engineering (various special focuses),
? electronic engineering (various special focuses),
? applied electronic data processing and organisation,
? chemical engineering,
? mechanical engineering (various special focuses),
? mechatronics,
? materials engineering,
? industrial engineering,
? art and design,
? environmental engineering
The mechanical engineering branch is divided into schools for
? general mechanical engineering

? building technology and energy planning
? automotive engineering
? automation technology
12
Training at technical schools has a tree -like structure. The disciplines correspond to a
tree trunk from which, from the third year onward, "specialisations" branch out. I.e. the
first two years of all disciplines have the same curriculum. F rom the third year on the
curricula differ according to the specialisation.
Continuing Education and Training for Young School Leavers and Adults: General
Objectives
Although the objectives of general and vocational adult education differ, they have many
aims in common. In general, adult education is supposed to endow people with the
knowledge and skills they need to meet private, social and professional demands. As a
contribution to lifelong learning, adult education and continuing vocational training aim
to promote the readiness and ability of the Austrian people to make sound judgements,
to act responsibly and to develop their personal potential. Adult education and
continuing vocational training are supposed to help people acquire additional know-how,
skills and social competences, which are to improve career prospects and to put people
into the position to take responsible political action. Vocational adult education may take
the form of short - or medium -term training courses or of full-fledged vocational training
programmes.
To meet the objectives of life-long learning, access to adult education for all is to be
facilitated inter alia by a further expansion of the educational counselling and career
information system and by heightening motivation to tak e part in further education
programmes. This high priority which Austria is according to life-long learning is
reflected in an increase of the budgetary appropriations for "General Adult Education"
by 28% in 2005.
Skill-upgrading measures funded by the Labour Market Service usually aim at quickly
re-integrating individuals into the labour force. The fundamental objective of these
training courses is to redress the imbalance between demand and offer on the labour
market by endowing individuals with vocational or career-related skills and know-how,
as well as with personal skills and social competences. These measures are not
supposed to prepare people for one specific position but to increase their overall, long-
term chances of finding a job which suits their qualifications and abilities. Objectives
also include helping women to overcome gender-specific disadvantages and dealing
with changing social structures. Labour-force training caters to individual needs and is
mainly directed at population groups and ind ividuals who are affected or threatened by
unemployment.
The general objectives of vocational schools for working adults are described in the
following:
Medium-level technical and vocational schools for working adults provide a wide range
of initial vocational training courses leading to officially recognised certificates.
Additionally, they offer people who have already completed some form of vocational
training (e.g. apprenticeship training) the possibility to deepen their knowledge in their
fields. Master craftsman classes/schools are primarily supposed to prepare students for
the master craftsman examination. Foremen's schools/courses are to train students for
medium-level management positions in the engineering sector and to give them the
possibility to acquire qualifications which permit them to work as trainers of apprentices
in enterprises.
13
Secondary technical and vocational colleges for working adults lead to(matriculation and
diploma examination which carries professional as well as university entrance privileges
(double qualifications). In accordance with the Commission Directive 95/43 EC of 20
July 1995, training at secondary technical and vocational colleges is equivalent to post -
secondary vocational training in other EU member states.
Continuing Education and Training for Young School Leavers and Adults: Types
of Institutions
In Austria general and vocational adult education is provided by various institutions,

mainly by non-profit institutions and by special types of public schools (secondary
schools for working adults). As the average formal education level of Austria's
population is rising, universities and Fachhochschulen (non-university tertiary education
institutions with a strong vocational and technical orientation) are of growing
significance for the adult education sector. In the area of in -service staff training
organised by companies, commercial organisations, many of which are relatively small,
provide a major share of adult training courses.
Non-profit providers
Outside the area of company -based training, non-profit providers have traditionally
played the most important role in general adult education and continuing vocational
training in Austria. The history and structure of these providers reflect Austrian politics
and religion as well as the development of the Austrian adult education associations.
Together, the major providers of adult education form "KEBÖ", the Austrian conference
of adult education institutions.
Schools for working adults
All certificates awarded upon completion of apprenticeship training and of intermediate

and upper-secondary courses can also be acquired through second-chance education at
a later point in life. The major share of certificates acquired in the course of second-
chance education is awarded by Berufsbildende höhere Schulen (secondary technical
and vocational colleges) for working adults (nearly 1,300 each year). The areas covered
by special training programmes for working adults correspond to those taught at
ordinary schools and comprise technical trades and other vocational fields.
Berufsbildende mittlere Schulen (medium-level technical and vocational schools) for
working adults have more students who complete courses in technical fields (foremen's
schools, building trade schools, master craftsman schools) than in commercial areas.
Allgemeinbildende höhere Schulen (academic secondary schools) for working adults
produce a little less than 500 graduates every year. There are also college courses for
working adults
14
Second-chance education
Secondary school-leaving certificate (“Hauptschulabschluss”)
Passing year four of general secondary school is a prerequisite for students who wish to
attend a medium -level technical and vocational school, a secondary technical and
vocational college or an academic secondary school. Without a secondary school -
leaving certificate the chances of finding an apprenticeship training place or employment
are relatively low. Persons trying to effect the validation (nostrification) of school-leaving
certificates acquired outside of Austria may also have to take some exams which are
part of the secondary school curriculum.
It should be emphasised that this important certification confirming successful

completion of grade 8 (=year 4 of Hauptschule) is not automatically granted upon
completion of compulsory schooling. This is why several adult education institutions
offer courses which prepare students for a special examination procedure in front of a
board of examiners leading to the award of the secondary school-leaving certificate.
Such preparatory courses are usually offered by adult education institutions against a
fee.
Vocational maturity examen (“Berufsreifeprüfung”)
In September 1997, the act regulating the vocational maturity examen came into force.
Since then, adolescents/adults have had the possibility to take a special matriculation
examination, based on practical know-how acquired through work experience. Initially,
these regulations only applied to persons who had previously completed a
"Lehrabschlussprüfung" (apprentices hip certification exam) or a medium -level technical
and vocational school of at least three years' duration, and to graduates of schools for
nurses or of paramedical schools of at least 30 months' duration.
Since 1 September 2000, when a pertinent amendment came into force, persons who
have completed apprenticeship certification exams ("Facharbeiterprüfung") in the fields
of agriculture and forestry have also been entitled to take the vocational maturity
examen.This special matriculation examination is equi valent to the maturity examen
taken at higher-level secondary schools in as far as it entitles its holders to take up
studies at Austrian universities, and as it also leads to the same grading in civil service
salary schemes. With the introduction of the vocational maturity examen know-how
acquired through practical work experience was, for the first time in Austria, declared
formally equivalent to theoretical school -based education.
Special admittance to the apprenticeship certification exam ("Lehrabschlussprüfung"):
Under certain circumstances, persons who have completed apprenticeship training (as
defined by the Vocational Training Act – "Berufsausbildungsgesetz") but have not taken
an apprenticeship certification exam ("Lehrabschlussprüfung") and persons who work in
a position which corresponds to the professional profile of an apprenticeable trade are
allowed to sit for an apprenticeship certification exam ("Lehrabschlussprüfung") and,
thus, to acquire official vocational qualifications. Against a fee, preparatory courses for
this exam are offered for some apprenticeable trades. These courses for example may
cover the subjects usually taught at part -time compulsory vocational school.
The number of relatively small providers is growing in both the general and the
vocational adult education sectors. This is not only true for providers of in-service staff
15
training for companies, 37% of all external training sessions financed by business
enterprises are provided by small organisations but also for individual general -education
activities. Small providers tend to focus on IT-related topics and language courses,
personality development or cultural education.
16
ANALYSIS OF THE QUAL IFICATION SYSTEM IN THE CZECH REPUBLIC
Secondary and Post -Secondary Education: Objectives
General objectives for particular types of secondary education are described in the
following chapters.
Public high schools (strední školy)
...provide their pupils with four years of general education as well as with broadly
conceived technical education with the possibility of specialisation depending on the
type of school and the field of study. Through their educational activities, the schools
nurture the pupils' personal, intellectual and moral qualities. They provide for aesthetic,
health, physic al and ecological education and also offer religious education. They
provide pupils with qualifications to perform activities in all areas of the national
economy: industry, agriculture, civil service, culture, health care and social services.
They also prepare pupils for further studies. The studies end with a school leaving
examination (maturitní zkouška). The school leaving examination certificate is evidence
that the graduate has completed full higher professi onal education (úplné strední
odborné vzdelání). It is a professional qualification in the relevant field and is also a
precondition for seeking admission to a higher education institution.
Secondary training colleges (strední odborná ucilište)
... offer two- and three-year courses (ISCED 3C) preparing pupils for manual work -
related and similar professions, and four-year courses (ISCED 3A) providing education
and training for demanding work -related occupations and some technical functions of an
operational nature. Most courses last for three years with a smaller number being for
only two years.
17
Secondary training colleges provide both general and vocational education related to
the relevant branch of training. The important part is dedicated to professional training
where pupils acquire practical skills necessary to carry out a job. Their educational
provision seeks to develop the pupils' personalities and nurtures their intellectual and
moral qualities. The schools also ensure the aesthetic educ ation, health care, physical
and environmental education of their pupils. Pupils get qualifications for the
performance of certain professions and skills and they are also prepared for further
education (with the exception of two year courses).
Through st udy courses offering full higher professional education (úplné strední odborné
vzdelání), pupils develop their potential to study at higher education institutions.
Secondary and Post -Secondary Education: Types of Institution
Upper secondary schools are divided into the following types: Secondary vocational
schools (strední odborné školy) and secondary training colleges (strední odborná
ucilište). Apart from the above schools, the law provides for training schools (ucilište)
which are not termed "secondary schools".
Training schools (ucilište)
... provide training for various professions primarily for pupils who ended their
compulsory schooling below the ninth year of a elementary school or who failed to
complete their ninth year of a elementary school. Training in these centres ends with the
successful passing of a final examination (záverecná zkouška).
Secondary vocational schools (strední odborné školy)
On the basis of their specialisation in particular fields, secondary vocational schools

(strední odborn é školy) are divided into technical schools (prumyslové školy) (e.g.
mechanical engineering, construction, chemistry, electrical engineering), business
academies, secondary agricultural schools, secondary forestry schools, secondary
medical schools, secondary pedagogical schools etc.
Secondary vocational schools provide education in some 90 core fields of study in the
four-year courses and about 20 core study fields in the three -year courses. S econdary
vocational schools may introduce new fields if the Ministry of Education approves them.
The fields often differ only slightly.
Fields of study at s econdary vocational schools (strední odborné školy) are broken
down into the following groups according to their core branches:
? ecology and environmental protection,

? mining and mining geology, metallurgy and foundry industry,
? mechanical engineering and metalwork,
? electrical engineering, telecommunication and computers,
? chemical engineering and chemistry of glass and ceramics,
? food industry and food chemistry
? etc (22 other sectors)
18
The Ministry of Education provides registration and accreditation of educational
programmes.
This institutional breakdown, however, has had its day and there are only a few schools
offering education in one field only. Institutions are increasingly concentrating on
offering various educational programmes. Schools can provide education of different
levels and in one or more branches depending on their capacity, staff and equipment.
Conservatory (konzervator)
One specific type of a s econdary vocational school is a conservatory (konzervator )

offering a full higher professional education (úplné strední odborné vzdelání) and/or
secondary professional education (vyšší odborné vzdelání) in the arts: either dance
(eight years of study) or singing, music and drama (six years of study). In the lower
years of eight -year conservatory the pupils are completing their compulsory school
attendance.
Secondary training colleges (strední odborná ucilište)
... are not divided into various types. Even the fact that some of these schools provide
theoretical education, practical training and extra curricular activities, while others
provide only theoretical and extra curricular activities to some pupils does not justify the
existence of several types of these schools. It is only when training requires facilities
that a particular school does not have that it is not offered to pupils. In such cases
practical t raining is provided by centres for practical education (stredisko praktického
vyucování) or by sites for practical education (pracovište praktického vyucování) - the
former established by companies, the latter by individuals.
Secondary training colleges offer more than 43 two-year training courses, about 120
three-year training courses and about 40 four-year study courses. The majority of
courses are for three years. Secondary training colleges may offer other courses if the
Ministry of Education approves them.
Apprenticeship courses are divided into groups according to core branches, in the same
way as the fields at secondary vocational school.
The Ministry of Education registers and approves educational programmes.
Continuing Education and Training for Young School Leavers and Adults: General
Objectives
Adult education organised by schools aims to provide a second chance for people who
need it. It provides education to a defined level, with aims that are identical to those of
fulltime study. The crucial number of persons is at the ISCED level 3A and 4A (mainly in
vocational and technical branches, not in general branches) and ISCED 5. This is
because the overwhelming majority of young people successfully complete compulsory
education so that the number of those at the ISCED level 2 preparing under the second
chance is very low. ISCED level 3C was always on a large scale available, that is why
the number of those preparing at this level under the second chance is also
19
insignificant. The post -grammar school studies (pomaturitní stadium) (ISCED 4C) is a
special sub-category of one-year language study at language schools.
Retraining is one of the tools of active employment policy. In general, it focuses on the
adaptation of the labour force to changes in the labour market. Most participants are
employment seekers registered with Labour Offices and in these cases the general
objective is employability, with the concrete aim of preparing them for a certain job, of
supplying them with certain skills required by the labour market. Thus two types of
retraining can be distinguished:
? for gaining a new qualification;

? for extending existing qualification.
Specific provisions for young people or for fresh school leavers, for those who re-enter
the labour market after an interruption caused by maternity leave or other reasons, as
well as measures which should stimulate the demand for further education are still in
their early stages. Since the beginning of 2004 all Labour Offices have launched the
"First opportunity" programme intended for young job seekers up to 25 years of age
before they reach 6 moths of unemployement, and the "New start" programme intended
for adults over the age of 25, before they are unemployed for 12 moths.
Sectoral training with a high level of obligation for workers is typical in some sectors
where there is continuous innovation (traditional examples are medicine and the health
service as a whole) or for some employers (in education, the judiciary, banking, public
administration). Compulsory training takes place in the cross sectoral fields of
occupational safety and fire protection and also in some occupations, for example
special technical professions.
In-company training is aimed at improving current performance or at the introduction of

new tas ks within the organisation. It is usually divided hierarchically (for management
and for employees).
Civic and recreational education helps people to adapt to historical and social changes
(e.g. joining the European Union) and offers general education.
Continuing Education and Training for Young School Leavers and Adults: Types
of Institution
Adult education is provided by:
? schools including universities (vysoké školy) and educational institutions, which

offer education at a defined level and organise various courses, including
retraining;
? firms/organisations (enterprises, institutions, government departments, etc.),
which provide education primarily for their employees, either by their own
lecturers/institutions or (mainly) by purchasing this training from specialised
lecturer or institutions (schools, non-profit or commercial organisations);
20
? non-profit organisations: sectoral educational institutions, foundations, churches,
trade unions, professional associations, political parties;
? commercial educational institutions; schools can also organise educational
courses on a profit basis.
The majority of organisations of all the above types are small.
Generally speaking, it is not possible to connect a type of institution with a particular

field. The exception is schools that maintain a general profile and by sectoral or
professional institutions.
A special group of institutions are retraining establishments, i.e. institutions which were
granted accreditation from the Ministry of Education, Youth and Sports. Th ey are:
? establishments accredited as institutions;

? educational or health establishments which have accreditation for educational
programmes;
? educational purpose units of employees.
Labour offices play a significant role in the organisation, orientation (and financing) of
some aspects of further education. Firms and schools may also organise educational
activities in cooperation with labour offices and receive financial contributions from
them.
There are also some non-governmental or international associations that participate in

the development and co-ordination of adult education.
21
ANALYSIS OF THE QUAL IFICATION SYSTEM IN ITALY
1
In the last years (starting from 2000 ) the Italian education system, with specific
reference to secondary education, has been revised and reformed several times, and an
important debate is still going on since the majority of government has just changed
(april 2006), which will probably lead to other reforms. The debate focuses mainly on the
2
hypothesis of reform of the “secondo ci clo schools ”, in particular on the relationship
between education and training paths and on the possibility to pass from one path to the
other, as well as on the early choice required at the end of the primo ciclo and on the
position of technical education.
What follows is therefore based on law n. 53 of 28 March 2003 and Legislative Decree
no. 59 of 19 February 2004, which is the last reform legislation, which introduced
compulsory education up to 14 years of age and compulsory training up to 18 years of
3
age . Therefore, young people must complete compulsory training within upper
secondary education system (see paragraph A.1), through apprendiceship or within the
basic sistema di istruzione e formazione professionale (see paragraph A.2).
Analysis of the National/Regional qualification systems in the engineering area
A.1 Secondary and Post -Secondary Non -Tertiary Education
A.1.1 Objectives
Lower secondary education

Through its subjects, it is aimed at fostering the ability to study autonomously and at
strengthening the pupils' attitudes towards social interaction. School organises and
increases, also through ICT literacy and study in depth, knowledge and skills also
related to the cultural tradition as well as to the social, cultural and scientific evolution of
the contemporary reality; it is characterised by the different teaching and methodology
approaches according to the development of the pupils' personalities; it progressively
develops choice skills and abilities according to the pupils' attitudes and inclinations. It
provides adequate instruments to continue education and training activities; it
introduces the study of a second language of the European Union; it helps to orientate
oneself in the future choice within education and training. It is a secondary compulsory
school
Vocational Upper Secondary Education (Istruzione Secondaria Superiore Professionale)
Technical education aims at preparing to carry out technical and administrative

functions as well as some professions in the trade, services, indust ry, building,
agriculture, navigation and aeronautics sectors. Vocational education aims at providing
a specific theoretical and practical preparation to carry out qualified functions in the
1
See law n. 30 of 10 February 2000 regarding the reorganisation of school cycles. Actually, law n. 291/2006 (15
December 2006) introduced compulsory education up to 16 years of age, therefore other changes will be
implemented in the next months.
2
For students from 15 to 19 years of age, as foreseen in law n. 53/2003.
3
See also law n. 94/1999.
22
trade, services, industry, artisanship, agriculture and navigation sectors. Art education
aims at preparing to artistic work and production according to the local industry tradition
and typical row materials.
Post-secondary non Tertiary Education (Istruzione Post Secondaria Non

Superiore)
nd
Post-Secondary Vocational Train ing Courses – 2 level
Post-secondary training courses aim at acquiring vocational skills with a high

theoretical, technical and managerial content, also through practical work and stages in
enterprises.
Istruzione e Formazione Tecnica Superiore (IFTS)
These pathways aim mainly to develop professional specialisations at post -secondary

level which meet the requirements of the labour market, both in the public and private
sectors, in particular for what concerns the organisation of services, local bodies and
productive sectors undergoing deep technological innovations and by the markets
internationalisation according to the priorities indicated by the economic planning at
regional level. Starting from academic year 2002/2003, 37 professional specialisations
have been defined at national level.
A.1.2 Types of Institution
Lower secondary education
The scuola secondaria di primo grado lasts 3 years and is part of the primo ciclo di
istruzione together with primary school. There are no different types of scuole
secondarie di primo grado.
Vocational Upper Secondary Education (Istruzione Secondaria Superiore Professionale)
Schools offering vocational secondary education are the following:
? istituti tecnici: their duration is subdivided into a basic two-year cycle and a three-year
cycle with more branches of study and specialisations;
? istituti professionali: their duration is subdivided into a three-year cycle, leading to
th th
obtain a diploma di qualifica and a post-qualification two-year cycle (4 and 5 years)
that grants admission to the university;
? istituti d'arte: they foresee courses lasting for three years and structured in sections
depending on the art specialisation's
Law no. 53/2003 modifies also the education and training system, which includes paths
that will be progressive ly defined through implementation decrees. These paths will
permit to obtain titles and vocational qualifications at different levels; if they have a four-
year duration, it will be possible to attend a fifth year to be granted admission to the
university or non-university tertiary education.
Students have to make their choice at the end of scuola secondaria di primo grado a
transition is however possible between the two systems.
nd
Furthermore, law allows 15 to 18 year-old students to attend 2 level courses through
alternation of study and work periods, under the responsibility of schools or training
23
institutions, on the basis of agreements with enterprises or associations of professional
classes, public or private bodies, or to attend integrated courses organised at vocational
education and training institutes offering study programmes planned by the two systems
together.
Post-secondary non Tertiary Education (Istruzione Post Secondaria Non Superiore)

nd
Post-Secondary Vocational Training Courses – 2 level
They are organised and managed directly by the Regions or, more often, by provincial
or municipal administration through delegation from the Regions. The courses last 6-12
months and can be destined to young people who have obtained the certificate of upper
secondary leaving examination diploma di superamento dell'esame di stato and are no
longer subject to compulsory training, and want to obtain a second level qualification.

They are organised and managed directly by the Regions and last 2 years. Professional
figures are outlined according to ISTAT and ATECO classifications, respectively on
technical professions and economic activity sectors. The outli ned figures correspond to
different professional areas, which offer, on their turn, further professional
developments. 46 professional figures have been defined at national level. For each
professional figure, its reference economic sector, its features and activities at national
level have been defined. These figures are outlined by the Regions and the Autonomous
Provinces, on the basis of a previous experimentation, and according to the outcomes of
the research on the formative requirements as well as the work carried out by the
sectors committees instituted by the National Committee (Agriculture, Environment,
Building, Industry and Handicraft, Social services, Insurance services, Transports,
Tourism, ICT) on purpose. The broad-area professional figures can be articulated into
more regional professional profiles in order to guarantee correspondence between the
courses and the actual requirements of the labour market of the Regions. The Regions
and the autonomous Provinces of Trento and Bolzano can promote pilot projects
referred to professional figures not foreseen at national level which correspond to
documented needs of the territorial labour markets. IFTS courses are planned and
carried by minimum four educational subjects: school, vocational training, university,
enterprise or another public or private subject, formally associated in the form of a
consortium.
A.1.3 Specialisation of Studies concerning the Engineering and Mechanical Sector
Vocational Upper Secondary Education (Istruzione Secondaria Superi ore

Professionale)
The most widespread engineering and mechanical specialisation of Istituti tecnici, all
having a five-year duration, are listed below:
? Industry sector - specialisation: mechanics, electrical engineering, electronics,

industrial physics, chemicals, textiles, etc.
? Nautical sector - specialisation: machinery operator, shipbuilder.
Regarding the Istituti professionali, t he following three-year sectors and branches of
study specialisation's in the engineering and mechanical sector are offered:
24
? Agriculture-specialisation: agroindustrial
? Industry and crafts-specialisation: building, mechanical and thermal, electrical
and electronic
After the three-year period of specialisation, two-year courses can be instituted to offer
cultural and practice education at upper secondary school level.
Post-secondary non Tertiary Education (Istruzione Post Secondaria Non

Superiore)
nd
Post-Secondary V ocational Training Courses – 2 level
The range of formative offers is quite wide and different from region to Region, since, as
already said, these course are organised and managed directly by the
Regions/Provinces.
The Emilia Romagna Region offers the following specialisation regarding the
engineering and mechanical sector: Draughtsman, Industrial designer, Industrial
automation technician, Technologist for mechanical product/process.
The Toscana Region offers the following specialisations regarding the engineering and
mechanical sector: Production engineer, Licensed aircraft engineer, Micromechanical
engineer, Thermal engineer and thermohydraulic construction site manager.
IFTS courses refer to professional specialisations which require a training at post -

secondary level.
The professional profiles regarding the engineering and mechanical sectors are the
following: tecnico superiore di disegno e progettazione industriale, tecnico superiore di
produzione, tecnico superiore di industrializzazione del prodotto e processo, tecnico
superiore conduzione/manutenzione impianti, tecnico superiore di automazione
industriale
A.2 Continuing Education and Training for Young School Leavers and Adults
Civil, social and economic development, as well as technology progress required the
promotion of permanent education and training. As for young people, the strongest
effort was aimed at fighting school dropout, a phenomenon which affects post -
compulsory school age. In order to combat dropout, compulsory training up to 18 years
of age has been introduced, as described at the beginning of this chapter. Therefore,
young people must complete compulsory training within upper secondary education
system (see paragraph A.1), through apprendiceship or within the basic sistema di
istruzione e formazione professionale, that will be dealt within this chapter, togheter with
adult education.
25
A.2.1 Objectives
st
Vocational Training Courses – 1 level
st
Vocational courses (1 level) aim at the learning of specific professional theoretical and
practical skills, also through exercises and stages in enterprise. They last two years and
are subdivided into cycles that can be certified. They are made up of reception,
guidance and tutoring modules and offer the possibility to attend a third year at the end
of which it is released a specialisation certificate. The structure of these courses will be
modified according to recent legislation which is progressively changing.
At present, these course are organised and managed directly by the Regions/Provinces,
and the range of formative offers is quite wide and different from region to region.
Centri Territoriali Permanenti (CTP)
The general objectives of the Centri Territoriali Permanenti – CTP are a higher level of
education, through higher cultural education and the related communication abilities; it
will give the possibility to increase the abilities related to language, communication and
culture and will help to develop the attitudes for a full participation in the social life. The
CTP are committed with boosting the cultural development of adult population in the
education system and favouring social integration of particular groups.
These obj ectives are reached through differentiated organisations and programs
according to the types of users and their requirements, taking into consideration their
literacy level, employment or unemployment state, geographical provenience.
Apprenticeship path
Three different paths are regulated and foreseen:
? apprenticeship for accomplishment of the diritto-dovere to education and training

according to law 53/2003, aimed at attaining a qualification and fulfilling
compulsory training through alternating training;
? professionalising apprenticeship, not aimed at attaining a qualification, but at
increasing the technical abilities of the students in order to make them
qualified workers;
? apprenticeship for the attainment of a diploma or for high training path, aimed at
attaining an upper secondary school title, a degree or a specializzazione
tecnica superiore (IFTS).
The content of this external training includes transversal, technical, scientific, and
operational skills and knowledge, which are differentiated on the bas is of the
professional profiles.
In some sectors (construction, heavy engineering, services, fabric/footwear, tourism), the

training objectives of occupationally-based course contents have been defined by various
groups of sectoral experts. The document drafted identifies the occupational skills that the
apprentices of each group must attain by the end of the external-training pathways, these
represent the training objectives on which such external pathways are to be designed. For each
group of professional profiles, the educational qualifications considered “suitable” are indicated.
These are the educational qualifications for which national collective contracts may
acknowledge a reduction in the external-training commitment.
26
The contents of the supplementary module for apprentices, subject to compulsory training
concern three types of skill: a) language skills; b) mathematical skills; c) IT skills.
st
st
Vocational courses (1 level) are destined to young people from 15 to 18 years of age
and to adults, falls within responsibility of the regions and are regulated by their
respective legislations. It is important to point out that all subjects and structures will be
completely revised under the broader new structure of the education and vocational
education and training systems, as the reform is being progressively implemented.
The courses destined to young people last for 2-3 years, depending on the region, while
those destined to adults last 1 y ear.
The CTP are destined to young people from 15 years of age and adults, and are under
the responsibility of the State, being regulated by Ministerial Orders.
The Centri Territoriali Permanenti provide for reception, listening, guidance as well as
for primary functional and post literacy programs, for language learning as well as for
recovery and development of cultural and relational skills necessary for a full
participation in the social life.
The CTP take on the role as service centres of the educational and training system for
adults, these centres are supposed to organise the integrated training offer, through
agreements among schools of different education level. As a general rule, they operate
at district level and have the task of co-ordinating the educational and training offers
planned in their area.
The centres, through the work of the co-ordinators, keep up relations with public and
private bodies involved in education and training. It must be remembered that the first
interlocutors for the organisation of adult education courses were the trade unions; at
present the changes that have occurred in the type of users have extended the number
of interlocutors to include local government bodies, associations, recreational clubs for
workers (case del popolo), parish churches, etc.
Apprenticeship path
According to the outline of the decree approved by the Council of Ministers on 31/07/03,
the task of regulating the training profiles of the apprenticeship for fulfilling the right/duty
to participate in education and training is assigned to the Regions and Autonomous
Provinces, in agreement with the Mi nistry of Labour and Social Policies and the Ministry
of Education, University and Research, after consulting the employers’ and workers’
associations.The Regions and Autonomous Provinces are also responsible for
regulating the training profiles of the occ upationally -based apprenticeships, in
agreement with the employers’ associations. Lastly, the regulation of the training
profiles of the apprenticeship for acquisition of a diploma or for higher education
pathways is the responsibility of the Regions and, only for the training profiles, in
accordance with the local employers’ and workers’ associations, the universities and
27
other training centres. Transversal and technical -scientific training must be undertaken
in the structures accredited by the Region.
A. 2.3 Specialisation of Studies concerning the Engineering and Mechanical Sector

st
At present, these course are organised and managed directly by the Regions/Provinces,
and the range of formative offers is quite wide an d different from region to region.
The Emilia Romagna Region offers the following specialisation regarding the
engineering and mechanical sector: Machine tool operator, Installer-erector -assembler
electrical and electronic systems, Fitter, Metal worker.
The Toscana Region offers the following specialisation regarding the engineering and
mechanical sector: Metal construction worker, Machine tool operator, Vehicle body
sheet-metal worker, Tyre-shop operator, Fitter and maintenance operator thermofluid
plant, CNC machine operator
The CTP take on the role as service centres of the educational and training system for
adults, these centres are supposed to organise the integrated training offer, through
agreements among schools of different education level. As a general rule, they operate
at district level and have the task of co-ordinating the educational and training offers
planned in their area.
The centres implement the following type of interventions:
? literacy adult education courses, to obtain the certificate that allows to enrol in
scuola secondaria di primo grado;
? courses to obtain the certificate of istruzione secondaria di primo grado (150
hours);
? upper secondary education courses (in the evening) for working students;
? courses of functional alphabetisation;
? integrated paths (education and training) provided for weak population and weak
labour market also in the mechanical sector. They allow to obtain a degree
and certification of credits that can be used for vocational training or a
vocational qualification as well as the certification of credits that can be spent
in the education system;
? pilot projects to integrate training system, to promote a new integrated system of
lifelong learning for adults.
Apprenticeship paths
Apprenticeship paths are regulated and organised by regions, therefore the formative
offer is wide and different from region to region. The Emilia Romagna Region offers the
following specialisat ion regarding the engineering and mechanical sector: Machine tool
operator, Installer -erector-assembler electrical and electronic systems, Fitter, Metal
worker, Draughtsman, Industrial designer, Industrial automation technician,
Technologist for mechanical product/process.
28
ANALYSIS OF THE QUAL IFICATION SYSTEM IN SPAIN
Secondary and Post -Secondary Education: Objectives
Lower Secondary Education
The Educación Secundaria Obligatoria as established in the 1990 Ley Orgánica de

Ordenación General del Sistema Educativo, LOGSE (Organic Act on the General
Organisation of the Education System), constitutes the first tier of Secondary Education
and the final stage for completing basic education. It encompasses four school years, in
most cases between the ages of 12 and 16.
According to the Ley Orgánica de Calidad de la Educación, LOCE (Organic Act on the
Quality of Education),the "ESO" has the following purposes: endowing all pupils with
basic cultural skills, especially humanistic, artistic, scientific and technological aspects;
reinforcing students' study and work habits to promote autonomous learning and the
development of their skills; training students to assume their responsibilities and
exercise their rights; and preparing them for further studies or work.
Upper Secondary Education: Vocational Branch
Vocational Training comprises the set of educational actions preparing for the proper
performance of the different professions, the access to employment an d the active
participation in the social, cultural and economic life. It includes the initial Vocational
Training, those actions addressed to the integration of workers in the labour market, as
well as those aimed at in-service training in companies that allow the acquisition and
permanent updating of professional skills.
This section will only address official Vocational Training under the education system.
This is the case of Specific Vocational Training, as established by the Ley Orgánica de
Ordenación General del Sistema Educativo, LOGSE (Organic Act on the General
Organisation of the Education System), which is divided into two educational levels or
tiers: Intermediate and Advanced Vocational Training (also known as intermediate and
advanced ciclos form ativos which lead to the award of vocational certificates.
The vocational provision leading to the Technicians and Upper Technicians must be
aimed at:
? - Acquiring the vocational competence attached to each of the certificates and

qualifications and to qualify to perform the corresponding professional duties.
? - To understand the organisation and the characteristics of the relevant social-
productive sector, as well as the socioeconomic realities of the field of each
authority where the activity of that sector is to be found, in such a manner that
this provision always correlates with the needs of its context.
? - To acquire the specific language competences required to perform professional
duties in languages of Member States of the European Union.
? - To acquire the competence required to use and make the most of information
and communication technologies.
29
? - To acquire competences in order to join work teams and the knowledge and
abilities required on the subject of prevention of work-related risks.
? - To be aware of the learning opportunities and the mechanisms that grant
access (and reaccess) to employment, in accordance with both personal and
professional expectations, as well as Spanish basic labour legislation and the
rights and duties resulting from work relationships.
? - To promote the entrepreneurial spirit and to be provided with the training
required to perform activities as a self-employed person and also in
companies, especially in those related to social economy.
? - To foster lifelong learning and to stimulate prospective learning through training
pathways adapted to citizens' personal and professional situation.
Intermediate Specific Vocational Training consists of ciclos formativos covering different

occupational families. Up to now there are 22 occupational families and 64 intermediate
specific "ciclos formativos ". The specialisation of studies concerning the Engineering
and mechanical sector are:
? Mechanical Production: casting, jewelry, mechanisation, welding and boiler

making, surface and thermal treatments
? Maintenance of Motor Vehicles: bodywork, vehicle electro mechanics
? Production Maintenance and Services: installation and electromechanical
maintenance of machinery and conduction of lines, railroad maintenance,
installation and maintenance of cooling, air conditioning and heating systems
Advanced Specific Vocational Training
Vocational Training comprises the set of formative actions that enable the qualified
performance of the diverse professions, access to employment and active participation
in economic, cultural and social life. It includes the specific teachings of Vocational
Training, in which the Specific Vocational Training stated by the 1990 Ley Orgánica de
Ordenación General del Sistema Educativo, LOGSE (Organic Law on the General
Organisation of the Education System) is also included; the labour integration and
reintegration of workers as well as the actions intended to in-service training in
companies, which lead to the ac quisition and continuous updating of professional
competences.
Within the levels in which the Specific Vocational Training is organised can be found the
Advanced Vocational Training framed within the Spanish higher education system. The
main objectives of these studies are: the acquisition on the part of pupils of the
professional abilities that are characteristic for each certificate as well as of an
understanding of the organisation and characteristics of the corresponding productive
sector and the mechanisms for their professional insertion; the acquisition of the
necessary knowledge and abilities in order to work in safe conditions and to prevent
risks. Lastly, the aim is for the students to forge a professional identity and maturity
which will motivate them for further learning and allow them to adapt to eventual
changes in qualifications.
30
Advanced Specific Vocational Training as well as some advanced studies of Plastic Arts
and Design are organised into ciclos formativos of variable length (one or two years)
and broken down into different occupational families. The specialisation of studies
concerning the Engineering and mechanical sector are:
? Mechanical production: metallic constructions, development of mechanical

projects, optical designer, casting and powder metallurgy production,
mechanized production
? Maintenance of motor vehicles: technical motor knowledge, aeromechanical
maintenance, aircraft maintenance
? Production maintenance and services: development of projects for fluid, thermal
and maintenance Installations, maintenance of industrial equipment,
maintenance and mounting of building and process installations, prevention
ofpProfessional risks
Continuing education and training for young sc hool leavers and adults
Adult Education, one of the actions of Spanish education system whose aim is to make
possible the principle of equality of opportunities, responds to the educational
necessities of the citizens, facilitating its integral development in the different aspects of
basic, professional, cultural and personal training. It is based on the principle of
permanent education and its main purpose is that of facilitating the incorporation of
these people to the different types of education within the Spanish education system.
The Ley Orgánica de Calidad de la Educación, LOCE (Organic Act on the Quality of
Education)considers the following basic objectives within Adult Education: the
acquisition and updating of Basic Education, thus facilitating the access to the different
levels of the Spanish education system; professional development or the acquisition of
specific training which allows the developing of certain professional careers; the
development of adult participation skills in the social, cult ural, political and economic
spheres of life; and the development of programmes and courses that respond to the
particular and specific needs of under-privileged social groups.
Adult Education has the following main objectives:
? - To acquire a basic training, to increase and renew knowledge, abilities and

skills on a permanent basis, and to facilitate access to different provisions
within the education system.
? - To improve professional qualification and acquire a preparation required to
perform other professional duties.
? - To develop expressive and communicative personal abilities, as well as those
linked to interpersonal relationships and knowledge construction.
? - To develop the ability to participate in social, cultural, political and economic life,
and to exercise the right to democratic citizenship.
? - To develop programmes to correct the risks related to social exclusion,
especially in most disadvantaged sectors.
? - To meet adequately the challenges brought about by gradual population aging
brings, ensuring the opportunity of increasing and updating competences to
elderly people.
31
? - To foresee and solve peacefully personal, family and social conflicts; to foster
effective equality of rights and opportunities between men and women, and to
analyse and appraise the inequalities from a critical point of view.
Finally, the Education Bill stipulates that adults may follow their training both through
formal and non-formal educational activities and via experience acquired in work or
social activities. Therefore , some links between these two channels have to be set up
and measures have to be taken in order to validate this kind of learning.
Types of Institution
Educación Secundaria Obligatoria. (E.S.O.)
Secondary Education establishments providing the Educación S ecundaria Obligatoria

may also teach the "Bachillerato" and Specific Vocational Training courses. Secondary
Education establishments may be publicly or privately funded. In most Autonomous
Communities, public -sector establishments are known as Institutos de Educación
Secundaria
In general, the establishments providing the "ESO" must teach both cycles (the four
academic years) and have at least one class unit per grade and facilities such as a
workshop classroom, a laboratory, a library, a gym, and music, c omputer and plastic art
classrooms, as well as all other facilities needed for educational, managerial or
administrative activities, etc. Furthermore, no more than 30 students may be enrolled
per teacher. All establishments regardless of ownership and source of funding must
meet such minimum requirements, which are compulsory throughout the whole of Spain.
Moreover, the venues in every establishment, where teaching is put into practice, must
have natural light and be provided with good ventilation; the architectural conditions
must facilitate physically and psychologically disabled pupils' access, circulation and
communication.
Upper Secondary Education: Vocational Branch
Intermediate Specific Vocational Training may be provided in establishments exclusively

devoted to teaching Specific Vocational Training, or in establishments dealing with other
stages. The most frequent case is that this provision is offered along with the Educación
Secundaria Obligatoria and the Bachillerato in establishments known as Ins titutos de
Educación Secundaria in most of Autonomous Communities. In these cases, Vocational
Training is organised independently of the other types of provision, but they may have
common human and material resources.
All these educational establishments must meet a series of requirements which are
applicable throughout the whole of Spain. Some of these requirements consist of
offering at least two ciclos formativos and establishing the maximum student -teacher
ratio in 30/1.
The 2002 Ley Orgánica de las Cualificaciones y de la Formación Profesional, LOCFP

(Organic Act on Qualifications and Vocational Training), determines the category of
Centros Integrados de Formación Profesional for those establishments providing all
32
types of vocational training provision included in the National Catalogue on Vocational
Qualifications.
Advanced Specific Vocational Training
Both Advanced and Intermediate Vocational Training (see section 5.5.3. ) can be
offered in Secondary Education or Bachillerato establishments or in those centres
exclusively devoted to the provision of this type of Education. Nonetheless, in some
Autonomous Communities, Institutes of Advanced Specific Vocational Training are
being established.
Continuing education and training for young school leavers and adults
The public provision of the class attendance mode is fulfilled in both ordinary
establishments and specific Adult Education establishments. In the case of the former,
courses are given in the so-called Adult Education classrooms, usually in publ ic Primary
Education schools and in Secondary Education establishments. Nonetheless, other
establishments, property of the Town or Municipal Council, etc. may also be used.
These courses are part -time and usually are run in the evening.
On the other hand, the network of public specific Adult Education establishments
comprises more than 2.000 centres distributed all over Spain; about 1.500 of them are
specific Adult Education establishments in which full time courses are provided.
Moreover, these establishments are used to stimulate the social environment and thus
are also available for social and cultural activities of the community.
The internal functioning of the usual specific Adult Education establishments follow the
same set of rules applicable to all ordinary educational establishments, which are then
adapted to their particular characteristics.
33
ANALYSIS OF THE QUAL IFICATION SYSTEM IN ROMANIA
A. Analysis of the National qualifications system in the engineering area
A.1 Secondary and Post -Secondary Ed ucation
Until the year 2003, lower secondary education comprised only the gimnaziu See 2.4.
General Structure and Defining Moments in Educational Gui dance. Starting with the
school year 2003/2004 compulsory education was extended to 10 years. Consequently,
lower secondary education includes now the gimnaziu, but also the subsequent two
grades (IX and X) – provided in two alternative educational routes: the high school lower
cycle and the "arts and trades school" (VET). In the new structure the gimnaziu is
considered as the "first cycle of lower secondary" and grades IX and X (regardless the
educational route) as the "second cycle of lower secondary".
The gimnaziu education covers grades V to VIII and is provided for pupils aged 10(11)-
14(15). It constitutes the second stage of basic education, following the "elementary
education" accomplished during the first four grades, and consequently is provided as
general or comprehensive education. The comprehensive character is ensured through
the structure and the content of the National Curriculum: approximately 90% of the
teaching-learning time is allocated to the common core curriculum.
The gimnaziu education can be organised in various types of educational units, but most
frequently is organised altogether primary education in schools covering grades I to VIII
(the sequence of compulsory education until the year 2003). Mostly in urban areas can
also be encount ered schools offering both primary and all secondary education (grades
I to XII/XIII) or only secondary education (grades V to XII/XIII).
In each county are also organised a number of schools providing education with
complementary or integral arts/sports programme. These schools function according to
a specific curriculum that ensures both accomplishment of the finalities and educational
objectives specific to the educational level See 5.4.1. Lower Secondary Education] and
intensive arts/sports training. The number of classes per week for this type of schooling
is bigger than for the normal programme.
Regarding the "second cycle of lower secondary" (grades IX and X) that has been
introduced as part of the compulsory education beginning with the school year
2003/2004, it is organised in two alternative educational routes: the "high school lower
cycle", and the "arts and trades school" (VET) See 5.5.3. Upper Secondary Education
and 5.5.2. Vocational Education and Training respectively.
Post-Secondary non-Tertiary Education
Post-secondary non-tertiary education ensures further specialised technical vocational

education and training for the high school graduates in order to obtain a level 3
professional qualification.
According to the in-force legislation (Decision of the Government 721/2004), post -

secondary non-tertiary education provides level 3 professional qualification for the
following domains:
34
? Post-high school:
o Mechanics (7 professional qualifications);
o Mechatronics and informatics (7 professional qualifications);
o Electronics (5 professional qualifications);
o Energy (4 professional qualifications);
o Buildings, installations, architecture and systematisation (17 professional
qualifications);
o Transportation (6 professional qualifications);
o Wood industry (5 professional qualifications);
o Agriculture and alimentation (8 professional qualifications);
o Protection of the environment (5 professional qualifications);
o Services (13 professional qualifications);
o Tourism (3 professional qualifications);
o Textile and leather (5 professional qualifications);
o Text and image processing (7 professional qualifications);
o Economics (7 professional qualifications);
o Social and pedagogical assistance (7 professional qualifications);
? Foremen school:
o Mechanics (9 professional qualifications);
o Electricity (5 professional qualifications);
o Chemistry (7 professional qualifications);
o Mines, petrol and gases (14 professional qualifications);
o Energy (10 professional qualifications);
o Metallurgy (9 professional qualifications);
o Building materials (6 professional qualifications);
o Buildings montage (6 professional qualifications);
o Wood industry (8 professional qualifications);
o Transportation (5 professional qualifications);
o Textile-leather (7 professional qualifications);
o Agriculture and alimentary (13 professional qualifications);
o Artistic (3 professional qualifications).
For most of the professional qualifications provided through post -high school and all the
professional qualifications provided through foremen school the duration of the studies
is of 2 years for day classes. For evening classes and special education the duration of
the studies is extended according to the frame curricula established by the Ministry of
Education and Research.
Upper Secondary Education – Vocational schools
The structure of the technical and vocational education
As part of the pre -university education, whose recent change means extension of compulsory
education to 10 years, the technical and vocational education is organized on three education
levels:
- lower secondary education (the last two study years of the level ISCED 2, part of the
compulsory e ducation)
- upper secondary education (ISCED 3)
- post-high school education (ISCED 4).
Within the lower and upper secondary education, the technical and vocational education is
35
organized in two education routes:
1. the high school technologic route, consisting of the lower cycle (2 study years) and the upper
cycle (2 study years) of high school – the technologic route
2. the progressive professionalizing route, consisting of the trades and arts school (2 study years),
the completion year (1 study year) and the upper cycle of high school (2 study years). Arts
and Trades Schools (SAM) is the name of the new education level included in the
compulsory education, which replaces from the point of view of the vocational
qualification the apprenticeship school and the vocational school for which schooling
was organized until 2002-2003.
From the point of view of the qualification levels adopted in Romania according to the
European Council Decision 85-368-EEC, the pre -university technical and vocational education
assures the first 3 qualification levels, as follows:
1. qualification level I through the arts and trades school;

2. qualification level II through the completion year;
3. qualification level III through the upper high school cycle – technologic route and through post-
high school education.
The structure of the technical and vocational education
As part of the pre-university education, whose recent change means extension of compulsory education
to 10 years, the technical and vocational education is organized on three education levels:
- lower secondary education (the last two study years of the level ISCED 2, part of the compulsory
education)
- upper secondary education (ISCED 3)
- post-high school education (ISCED 4).
Within the lower and upper secondary education, the technical and vocational education is
organized in two education routes:
3. the high school technologic route, consisting of the lower cycle (2 study years) and the upper cycle (2
study years) of high school – the technologic route
4. the progressive professionalizing route, consisting of the trades and arts school (2 study years), the
completion year (1 study year) and the upper cycle of high school (2 study years). Arts and Trades
Schools (SAM) is the name of the new education level included in the compulsory
education, which replaces from the point of view of the vocational qualification the
apprenticeship school and the vocational school for which schooling was organized until
2002-2003.
From the point of view of the qualification levels adopted in Romania according to the European
Council Decision 85-368-EEC, the pre -university technical and vocational education assures the first 3
qualification levels, as follows:
4. qualification level I through the arts and trades school;

5. qualification level II through the completion year;
6. qualification level III through the upper high school cycle – technologic route and through post-high
school education.
Download from: www.tvet.ro (the Romanian TVET official website)
36
? VET gives to the pupils the opportunity to continue their general education and to
acquire at the same time vocational competences. More specifically, VET is designed as
a route with two major learning outcomes: general education – ensuring for the pupi ls
the possibility to continue their education, and vocational training – ensuring for the
pupils the possibility to acquire a vocational qualification. Consequently, besides the
general finalities of education as established by the law, the following spec ific finalities
are envisaged for VET:
? To facilitate the insertion of the youngsters into the active life (transition from school to
work);
? To increase the work productivity and the economic development of the country;
? To provide workers capable to understand technological evolution and to contribute to
the adaptation of the technological structures to the changes taking place in the socio-
economic environment;
? To promote democracy in enterprises;
? To reduce social tensions;
? To provide youngsters the necessary competences in order to organise entrepreneurial
activities on their own initiative, according to the provisions of the law;
? To ensure mobility and flexibility on the labour market and the conditions necessary for
professional re-conversion following changes of the labour market requirements.
The curricula (frame curricula, syllabi, textbooks, curricular auxiliaries) and the
corresponding educational objectives for VET are designed based on the "training
standards", constructed on units of competences. In Romanian TVET the curriculum is
module based (modular curriculum) The training standard ensures the correspondence
between the training programme and the requirements of one or more occupational
standards. The occupational standard specifies the as sembly of competences and the
performance levels required in order to exercise a certain profession on the labour
market. The training standard presents the competence units of the specialisation (that
can correspond to more than one occupational standard) and within each competence
unit the competences to be developed through the VET process – structured in Key
competences, General Technical competences and Specialised Technical Competences
The reform of the compulsory education that has begun in the school year 2003/2004 has brought significant
changes in VET. First of all, VET has become one of the two alternative routes offered to gimnaziu
graduates to accomplish their compulsory education. Consequently, the double learning outcome of the VET
has been r einforced: VET has to ensure acquisition of the key competences established for the "second
cycle of lower secondary education" See 5.4.1. Lower Secondary Education
and the acquisition of the vocational competences required by the qualification acquired. Secondly, VET is
now provided within a coherent educational sequence ensuring a progressive professional qualification: the
"arts and trades school" (2 years of study leading to a level 1 professional qualification), the "completion
year" (a "class de passage" leading to a level 2 professional qualification), and the last two grades of the
TVET high school (leading to a level 3 professional qualification).
Upper Secondary Education - High school, Liceu
According to the provisions of the Education Law (Law 84/1995), high school education is
provided in three different branches of study: theoretical, TVET and specific education and
training (military, theological, sports, arts and pedagogical). Each branch of study is further
divided into educational profiles and specialisations – as presented in the table below.
37
Branch of study Educational profile Educational specialisation
Philology
Humanities ( uman)
Social sciences
Theoretical
Mathematics-informatics
Sciences ( real)
Natural sciences
Telecommunications, electronics,
automatics and electro-techniques
Technical Mechanics
Public works – buildings
Textile and leather
Tourism and public alimentation
Administrative
TVET Services
Postal services
Economic
Natural resources Food industry
Protection of the environment
exploitation and protection Industrial chemistry
Agriculture, agro-mountain and veterinary
of the environment
Forestry and wood processing
Military music
Military Mathematics-informatics
Social sciences
Orthodoxy
Cultural patrimony
Catholic
Evangelic-Lutheran
Baptist
Theological
Pentecostal
Adventist
Specific education Unitarian
and training
Reformed
Moslem
Sports Various sports specialisations
Architecture, ambient arts and design
Fine arts and decoration
Arts Choreography
Music
Theatre
Pre-primary and primary teacher
Pedagogical Librarian, animator, instructor for after
school activities, school pedagogue
Graduates of the TVET and specific education and training can obtain a level 3
vocational qualification in certain specialisations – as established by the Ministry of
38
Education and Research in cooperation with the Ministry of Labour, Social Solidarity
and Family and set through Decision of the Government. The nomenclature of the
specialisation domains and the corresponding professional qualific ations provided
through TVET and specific education and training was established for the school years
2002/2003 and 2003/2004 through the Decision of the Government 844/2002 (amended
through the Decision of the Government 1555/2003), and for the school year 2004/2005
is established through the Decision of the Government 721/2004.
The duration of the high school studies is of 4 years for day classes. For evening
classes the duration of the studies is extended by 1 year.
Following the reform of compulsory education, starting with the school year 2003/2004
grades IX and X of the high school are included in the educational offer for the last two
grades of compulsory education. According to the new provisions (2003) of the
Education Law (Law 84/1995), grades IX and X of the high school constitute the "high
school lower cycle" and are part of the lower secondary education.
A.1.1 Objectives
According to the Education Law (Law 84/1995), education in Romania pursues the free,
integral and harmonious development of the human individuality, and the development
of the autonomous and creative personality (the "educational ideal"). The development
of the personality is seen as the general finality of education and is accomplished
through:
? Acquisition of the scientific knowledge and of the national and universal cultural values;
? Development of the intellectual capacities, affective availabilities and practical skills through
assimilation of humanistic, scientific, technical and aesthetical knowledge;
? Assimilation of the intellectual work techniques necessary for instruction and self-instruction
during the whole life (lifelong learning techniques);
? Education in the spirit of respecting the basic human rights and liberties, dignity and
tolerance and free exchange of opinions;
? Favouring sensibility towards general human issues and moral-civic values, towards
respect for nature and environment;
? Harmonious development of the individual through physical education, hygienic-sanitary
education and sports;
? Professional development of the young generation in order to carry on useful activities.
Education of all levels has to foster the love for the country, for the historical past and
for the traditions of the Romanian people. The general finalities of education are
accomplished through instruction and educational strategies and techniques, supported
by the educational sciences and scholastic practice, according to the specific finalities
of each educational level. Education is equally provided for all youngsters, including the
ones with special educational needs or the ones that need recovering/rehabilitation and
integration – either in units of special education or in mainstream educational units.
Please refer to the subdivisions for more details.
39
Seconda ry and post -secondary non -tertiary education in Romania is organised and
functions in several types of educational institutions (units):
? General education schools with grades I to VIII (primary education and gimnaziu – the
compulsory sequence until the year 2003) or grades V to VIII (gimnaziu);
? Vocational education and training (VET) schools: Schools of Arts and Trades (two
years of study leading to a level 1 vocational qualification) and Completion year (one
year of stydy for those graduating The School of Arts and trades leading to a level 2
vocational qualification) organised by qualifications.
? High schools (grades IX to XII/XIII) organised by branches of study: theoretical, TVET
and specific education and training (military, theological, sports, arts and pedagogical).
Part of the theoretical and most of the sports, arts and pedagogical high schools are
organised together with gimnaziu and primary education;
? Cluster schools concentrating TVET high schools, VET schools and in some cases
post-secondary non-tertiary educational units – all of them of the same or similar
profiles. Cluster schools are organised and function as single educational units (with a
single management and a single budget, etc.);
? "Post-high schools" and "foremen schools" as post-secondary non-tertiary educational
institutions.
A.2 Continuing Education and Training for Young School Leavers and Adults
The Education Law (Law 84/1995) states that the Ministry of Education and Research
cooperates with the Ministry of Culture and Cults and other interested ministries, as well
as with the media, religious cults, popular universities, cultural foundations and other
bodies and institutions in order to facilitate access to culture and science of all citizens,
irrespective their age. Lifelong learning is part of the national educational system and is
considered as a mean to facilitate citizens to deal with the major changes occurring in
the social life.
Adult education and training through the educational system is accomplished through
specific pr ogrammes initiated and organised by public and private institutions in the
spirit of the social partnership and using interactive methods focusing on a multimedia
approach: distance education, video-conferences, computer assisted training, etc. Adult
education and training through the educational system ensures completion of the basic
education, vocational training, and civic education – including education for active
citizenship.
The criteria and methodology for the accreditation of the institutions providing adult
education and training, as well as the final examinations, the certificates issued and the
certification procedures are established by the Ministry of Education and Research, the
Ministry of Labour, Social Solidarity and Family and/or the Minister of Culture and Cults
– depending on the type of the programme provided. According to the established rules
and procedures, the institutions providing adult education and training can issue
educational diplomas and graduation certificates recognised on local and/or national
40
level. The same authorities are responsible for establishing the methodological norms
for the organisation and the duration of the adult education and training programmes
through the educational system. Adult education and training through the educational
system is ensured by trainers, specialised by domain, from the country or abroad.
Specifically regarding completion of the basic education, the Ministry of Education and
Research approves organisation of courses for individuals older than 14 that did not
complete primary education ("second chance" education). For individuals exceeding
with more than 2 years the normal age of the grade, education within the compulsory
sequence can be provided in other forms – evening classes, part -time ed ucation,
distance learning – according to the rules established by the Ministry of Education and
Research. Evening classes can be organised by the County School Inspectorates for
VET, high school education and post -secondary non-tertiary education – according to
the existing resources and local demand. In this type of programme the number of
classes per week is reduced (24-25) and the number of years of study is increased by
one (high school ends with grade XIII). Evening classes, part-time education and
distance learning are organised in higher education according to specific rules and
conditions.
According to the specific legislation regarding adult vocational training (Law 375/2002
approving and amending Ordinance of the Government 129/2000), adults are defined as
persons old enough to establish work relations and to participate in vocational training
programmes. Adults are ensured equal rights in accessing vocational training without
any discrimination regarding age, gender, ethnical origin, political orientation or religious
beliefs. The law on equal chances for women and men (Law 202/2002) reinforces the
equal right of both genders to access vocational training, as well as vocational
counselling and guidance. Access of adults (employed or unemployed) to vocational
training is a right guaranteed by the Labour Code (Law 53/2003).
Vocational training is considered as a mean to increase employability, altogether with

vocational information and guidance, work mediation, consultancy and assistance in
starting an independent activity or to initiate a business, salaries incentives, and
stimulation of the work force mobility. The individuals seeking employment can
participate to the vocational training organised by the National Agency for Employment
or other vocational training providers authorised according to the provisions of the law.
Unemployed persons even have the obligation to attend vocational training
programmes, as recommended by the local agency for employment where they are
registered, otherwise their unemployment financial aid is withdrawn. Pre-dismissal
services that have to be accomplished by the employers include, among others,
facilitation of the employees to participate in short -term vocational training. Certain
categories of employed or unemployed individuals can benefit free of charge of
vocational training and other facilities. Overall, employers have to take all the necessary
measures in order to ensure access of their employees to vocational training; the rights
and obligations of the employers and employees during the period when employees
participate to vocational training have to be stipulated in the collective or individual work
contract. In order to train their own employees, employers have to consult the trade
unions or, where applicable, the employees’ representatives in order to elaborate
training plans in accordance with development programs and with sectorial and
territorial strategies.
Access to vocational training programmes is preceded by vocational information and

guidance. Adult voc ational training is organised for initiation, qualification, improvement,
specialisation or re-qualification and functions on the basis of a system of transferable
credits – meant to prove and certify newly acquired professional competences.
Vocational training programs are organised for occupations, trades, specialisations and
41
professions included in the Classification of Occupations in Romania (COR), for
qualifications included in the List of Qualifications, as well as for those professional
competences c ommon to several occupations.
The authorised training providers organising programs leading to nationally recognised qualification
certificates have the obligation to conclude vocational training contracts with the trainees. The model of the
contract is approved through Decision of the Government 522/2003. The participants in vocational training
programmes and the persons qualified through apprenticeship at the workplace must pass graduation
examinations upon completion of their training. The graduation ex amination represents a set of theoretical
and/or practical tests that indicate the acquisition of competences specific for the vocational training
programme. The certification methodology for adult vocational training is elaborated by the National Council
for Adult Vocational Training and approved through joint order of the Minister of Labour and Social Solidarity
and of the Minister of Education and Research. The qualification or graduation certificates (in the case of
qualifications acquired by the Post High schools, in initial training) accompanied by descriptive supplements
are issued depending on the type of programme. The descriptive supplement (Europass model) identifies the
acquired competences specified by the related occupational standards or vocational training standards.
The competences acquired in non -formal and informal learning contexts are assessed
and certified (nationally recognized competences certificates) through competences
assessment centres authorised by the National Adult Training Boa rd (Law 375/2002
approving and amending Ordinance of the Government 129/2000, and Joint Order
4543/468/2004 of the Minister of Labour and Social Solidarity and of the Minister of
Education and Research ).
Adult vocational training programmes are financed from the employers’ own funds, the
unemployment insurance budget, sponsorship, donations and external sources, and/or
fees paid by the individuals participating in the training programs. Commercial
companies, national companies, co-operative enterprises, st ate-owned monopolies and
other institutions may pay for the vocational training of their employees, the expenses
being deducted from the profit taxes or, depending on the case, from the income taxes.
The institutions financed from the state/local budgets may spend funds for the
vocational training of their employees out of budget sources or out of other sources. The
authorised training providers are exempted from paying VAT for the vocational training
operations.
A.2.1 General Objectives
Adult education and training through the educational system is accomplished through
specific programmes initiated and organised by public and private institutions in the
spirit of the social partnership and using interactive methods focusing on multimedia
approach: distance education, video-conferences, computer assisted training, etc. Adult
education and training through the educational system aims to ensure access to culture
and science of all citizens, irrespective their age, in order to facilitate dealing with the
major changes occurring in the social life. General objectives of adult education and
training through the educational system are as follows:
? Completion of the basic education through recurrent or compensatory education

(including "second chance" education) – addressed to young school leavers and certain
"at-risk" population segments;
42
? Vocational training through: improvement of the professional training and acquisition of
new professional qualifications – addressed to employees, persons seeking
employment, young graduates with or without a qualification, etc.;
? Civic education for the acquisition of the competences and attitudes necessary for
exercising the ghts and assuming the social responsibilities by each and every citizen –
addressed to the entire adult population;
? Education and cultivation of the aptitudes and individual interests for active citizenship
– addressed to the entire adult population.
Continuing vocational training (CVT) is considered as a mean to increase employability,
altogether with vocational information and guidance, work mediation, consultancy and
assistance in starting an independent activity or to initiate a business, salaries
incentives, stimulation of the work force mobility. The main objectives of adult vocational
training are as foll ows:
? To facilitate the social integration of individuals, in accordance with their professional

aspirations and with the needs of the labour market;
? To train human resources able to contribute to the increase of competitiveness of the
labour force;
? To update knowledge and to improve the training in the main occupation, as well as in
related occupations;
? To change qualifications, as a result of structural changes in the economy, of social
mobility or of modifications in a person’s capacity to work;
? To acquire advanced knowledge, modern methods and proceedings needed for carrying
out job assignments.
Specific educational objectives are established according to the type of programme
provided, the occupational standard addressed (or, within the new developm ents in
T/VET the training standard). According to these, study of foreign languages and use of
ICT can be part of the training programme. E.g. the Strategy of the Government
regarding the use of ICT in public administration (Decision of the Government
1007/2001) establishes as a national standard the ECDL (European Computer Driving
Licence) for all public employees.
Adult education and training through the educational system (Law 133/2000 approving
and amending Ordinance of the Government 102/1998) is provided by public or private
institutions, as follows:
? Educational units and institutions (high schools and higher education institutions);
? Folk-arts schools, popular universities, community culture centres, libraries, museums,
houses and clubs of the youth and of the trade unions, other public or private institutions
– providing mainly non-formal education for the adults;
? Centres for continuing vocational training belonging to the system of the Ministry of
Education and Research, the Ministry of Labour, Social Solidarity and Family, the
Minister of Culture and Cults, other ministers or subordinated to the local public
administration authorities;
? NGOs and professional associations.
The criteria and methodology for the accreditation of the institutions providing adult
education and training, as well as the final examination and certification procedures are
43
established by the Ministry of Education and Research, the Ministry of Labour, Social
Solidarity and Family and/or the Minister of Culture and Cults – according to the type of
the programme provided. The same authorities are responsible for establishing the
methodological norms for the organisation and the duration of the programmes.
Adult vocational training is organised in two major categories of training providers:

public and private. The public providers are units of technical and vocational education
(subordinated to the Ministry of Education and Research) or centres of vocational
training for adults (subordinated to National Agency for Employment), which offers
courses of vocational training for adults, adapted to the employers’ requirements and
with targeted curriculum. The centres offer continuing training for unemployed as well as
for employed persons. Some of the training centres operate in specific fields (e.g.
banking, tourism, cinematography, aviation, port workers, teacher training, etc.).
Competences assessment centres are public or private organizations, authorized by the

National Adult Training Board for assessing and certifying the competences acquired in
non-formal and informal learning contexts.
Employers may organise training programs for their employees, and may award, on this
basis, graduation certificates, recognised only within their own organisations. The
certificates by a given institution are nationally recognised only if the institution is
authorised as vocational training provider.
During the recent years the network of accredited ECDL centres (accreditation
procedure established by ECDL Romania) has developed significantly – including a
large number of high schools and higher education institutions. The same situation is
encountered in the case of training centres specialised in foreign languages (including
ones providing training for standard international foreign languages tests).
44
3 SCREENING OF THE ENGINEERING AREA
PROFESSIONS DESCRIBED IN THE ANALYZED
QUALIFICATION SYSTEMS
ENGINEERING AREA PROFESSIONS IN AUSTRIA
ref. No. German denomination English translation
Apprenticeship professions
1 BaumaschinentechnikerIn Construction machinery engineer

2 BlechblasinstrumentenerzeugerIn Brass instrument maker
3 BüchsenmacherIn Gunsmith
4 ChirurgieinstrumentenerzeugerIn Surgical instrument maker
5 DreherIn Lathe operator
6 FahrzeugtapeziererIn (FahrzeugsattlerIn) Vehicle upholsterer (Vehicle saddler)
7 FormerIn und GießerIn (Metall und Eisen) Molder and caster (Metal and iron)
8 GießereimechanikerIn Foundry mechanic
9 Gold- und SilberschmiedIn und JuwelierIn Goldsmith, silversmith and jeweler
10 Gold-, Silber- und MetallschlägerIn Gold, silver and metal beater
11 HarmonikamacherIn Harmonica maker
12 HolzblasinstrumentenerzeugerIn Woodwind instrument maker
13 HüttenwerkschlosserIn Smeltery mechanic
14 KälteanlagentechnikerIn Refrigerating plant engineer
15 KarosseriebautechnikerIn Carbody manufacturing engineer
16 KarosseurIn (bis 31.12.2007) Carbody mechanic (until Dec. 31st, 2007)
17 KlavierbauerIn Piano maker
18 KonstrukteurIn Draftsman/Draftswoman
19 KraftfahrzeugelektrikerIn Motor vehicle electrician
20 KraftfahrzeugtechnikerIn Motor vehicle mechanic
21 KupferschmiedIn Coppersmith
22 LackiererIn Varnisher
23 LandmaschinentechnikerIn Agricultural machinery mechanic
24 LuftfahrzeugtechnikerIn Aviation mechanic
25 MaschinenbautechnikerIn Mechanical engineer
26 MaschinenfertigungstechnikerIn Machinery production engineer
27 MaschinenmechanikerIn Machinery mechanic
28 MesserschmiedIn Cutler
29 MetallbearbeiterIn Metalworker
30 MetalldesignerIn Metal designer
31 MetalltechnikerIn - Blechtechnik Metal engineer - sheet metal
45
32 MetalltechnikerIn - Fahrzeugbautechnik Metal engineer - vehicle manufacture
33 MetalltechnikerIn - Metallbautechnik Metal engineer - metal construction
34 MetalltechnikerIn - Metallbearbeitungstechnik Metal engineer - metalworking
35 Metalltechnikerin - Schmiedetechnik Metal engineer - blacksmithing
36 MetalltechnikerIn - Stahlbautechnik Metal engineer - steel construction
37 OberflächentechnikerIn Surface technology engineer
38 OrgelbauerIn Organ maker
39 PräzisionswerkzeugschleiftechnikerIn Precision tool polishing engineer
40 ProduktionstechnikerIn Production engineer
41 RohrleitungsmonteurIn Pipeline construction assembler
42 SchiffbauerIn Shipwright
43 SchilderherstellerIn Signboard manufacturer
44 SonnenschutztechnikerIn Anti-glare engineer
45 Streich- und SaiteninstrumentenbauerIn Bowed and string instrument maker
46 UhrmacherIn Watchmaker
47 UniversalschweißerIn Universal welder
48 VergolderIn und StaffiererIn Gilder and blindstitcher
49 WaagenherstellerIn Scale manufacturer
50 WaffenmechanikerIn Weaponry mechanic
51 WärmebehandlungstechnikerIn Heat treatment engineer
52 WerkstoffprüferIn Materials tester
53 WerkzeugbautechnikerIn Toolmaking engineer
54 WerkzeugmaschineurIn Tool machinist
55 WerkzeugmechanikerIn Tool mechanic
56 ZerspanungstechnikerIn Chipping engineer
57 ZinngießerIn Tin molder
Secondary technical and vocational college professions
AnlagenbautechnikerIn, Plant construction engineer,

MaschinenbautechnikerIn im Bereich mechanical engineer in the plant
58 Anlagenbau construction area
AnwendungstechnikerIn, TechnischeR Applications engineer, technical staff in the
59 AngestellteR im Bereich Anwendungstechnik applications engineering area
ArbeitsvorbereiterIn/Produktionstechnik, Work study engineer/production technology,
ProduktionstechnikerIn im Bereich production engineer in the
60 Arbeitsvorbereitung work study area
61 AutomatisierungstechnikerIn Automation engineer
Construction machinery engineer,
BaumaschinentechnikerIn, BautechnikerIn construction engineer in the construction
62 im Bereich Baumaschinentechnik machinery area
BerechnungstechnikerIn/Fahrzeugtechnik, Design analysis engineer/automotive
FahrzeugbautechnikerIn im Bereich engineering, vehicle construction engineer in
63 Berechnungstechnik the design analysis area
BetriebstechnikerIn, ProduktionstechnikerIn, Factory engineer, production engineer,
MaschinenbautechnikerIn im Bereich mechanical engineer in the factory and
64 Betriebs- und Produktio nstechnik production engineering area
46
BetriebstechnikerIn, WirtschaftstechnikerIn, Factory engineer, economic engineer,
TechnischeR AngestellteR im Bereich engineering staff in the factory and
65 Betriebs- und Wirtschaftstechnik economic engineering area
BüromaschinentechnikerIn, Office equipment engineer, precision
FeinwerktechnikerIn im Bereich engineer in the office automation technology
66 Büroautomatisierungstechnik area
CAM-TechnikerIn, ProduktionstechnikerIn im CAM engineer, production engineer in the
67 Bereich CAM computer-aided manufacturing area
Designer, project engineer/metal
design:wrought-iron crafting amd metal
DesignerIn, ObjektdesignerIn/Metalldesign: sculpture (wrought-iron
Kunstschmied und Metallplastik craftsman/caftswoman and metal
68 (KunstschmiedIn und MetallplastikerIn) sculptor/sculptress)
F&E-TechnikerIn/Fahrzeugtechnik, R & D engineer/automotive engineering,
FahrzeugbautechnikerIn im Bereich vehicle construction engineer in the
69 Forschung, Entwicklung, Konstruktion research, development, drafting area
70 FahrzeugbautechnikerIn Vehicle manufacturing engineer
71 FeinwerktechnikerIn Precision engineer
FertigungstechnikerIn, Manufacturing engineer,
MaschinenbautechnikerIn im Bereich mechanical engineer in the manufacturing
72 Fertigungstechnik technology area
FertigungstechnikerIn, Manufacturing engineer,
ProduktionstechnikerIn im Bereich production engineer in the manufacturing
73 Fertigungstechnik technology area
FlugbautechnikerIn, Aeronautical construction engineer,
Maschineningenieurwesen im Bereich mechanical engineering in the aeronautical
74 Flugtechnik technology area
FlugzeugbautechnikerIn, Airplane construction engineer, vehicle
FahrzeugbautechnikerIn im Bereich construction engineer in the airplane
75 Flugzeugbau construction area
HaustechnikerIn (TechnikerIn für Building services engineer (Engineer for
76 Hausinstandhaltung) building maintenance)
InnovationstechnikerIn, TechnischeR Innovation engineer, engineering staff in the
77 AngestellteR im Bereich Innovationstechnik innovation technology area
Heating, ventilation and air-conditioning
78 KlimatechnikerIn engineer
KonstrukteurIn/Fachrzeugbau, Draftsman-draftswoman/vehicle
FahrzeugbautechnikerIn im Bereich construction, vehicle manufacturing
79 Konstruktionstechnik engineer in the drafting technology area
KonstruktionstechnikerIn, Drafting engineer, manufacturing
80 FertigungskonstrukteurIn draftsman/draftswoman
KraftfahrzeugbautechnikerIn, Motor vehicle construction engineer, vehicle
FahrzeugbautechnikerIn im Bereich construction engineer in the motor vehicle
81 Kraftfahrzeugbau manufacturing area
Cooling systems engineer, refrigeration
82 KühltechnikerIn, KältetechnikerIn engineer
83 KunsthandwerkerIn Artisan
MaschinenbautechnikerIn, Mechanical engineering technician,

MaschinenbauingenieurIn, mechanical engineer, mechanical
MaschinenbautechnikerIn im Bereich engineering technician in the general
84 Allgemeiner Maschinenbau mechanical engineering area
47
MetallbaukonstrukteurIn, Metal construction draftsman/draftswoman,
KonstruktionstechnikerIn im Bereich drafting engineer in the metal construction
85 Metallbau area
MetalldesignerIn, KunsthandwerkerIn im Metal designer, artisan in the mtalworking
Bereich Metallbearbeitung (MetallplastikerIn, area (wrought-iron craftsman/caftswoman
86 KunstschmiedIn) and metal sculptor/sculptress)
MetalldesignerIn, Metal designer,
ObjektdesignerIn/Metalldesign: Gold- und project designer/metal design: gold and
87 Silber; Gold- und SilberschmiedIn silver, goldsmith and silversmith
MetalldesignerIn-Gravurtechnik, Metal designer - engraving technology,
ObjektdesignerIn/Metalldesign: Gravur project designer/metal design: engraving
88 (GraveurIn) (Engraver)
MetallverfahrenstechnikerIn, Metallurgic processing engineer, processing
89 VerfahrenstechnikerIn im Bereich Metallurgie engineer in the metallurgy area
MikromechanikerIn, FeinwerktechnikerIn im Micro-mechanic, precision engineer in the
90 Bereich Mikromechanik micro-mechanics area
MikromechanikerIn, MikrotechnikerIn im Micro-mechanic, micro-technolo gy engineer
91 Bereich Mikromechanik in the micro-mechanics area
Micro-technology medical engineer, micro-
MikromedizintechnikerIn, MikrotechnikerIn technology engineer in the medical
92 im Bereich Medizintechnik technology area
Micro-technology engineer in the molecular
MikrotechnikerIn im Bereich Molekular- technology, nanotechnology, quantum
93 Technik, Nano-Technik, Quanten-Technik technology area
MikrotechnikerIn/Medizintechnik, Micro-mechanic/medical technology,
FeinwerktechnikerIn im Bereich precision engineer in the medical technology
94 Medizintechnik area
Molekular-TechnikerIn, NanotechnikerIn, Molecular engineer, nanotechnology
95 Quanten-TechnikerIn engineer, quantum engineer
OptotechnikerIn, FeinwerktechnikerIn im Optical engineer, precision engineer in the
96 Bereich Optotechnik optical technology area
Production planning and control engineer,
PPS-TechnikerIn, ProduktionstechnikerIn im production engineer in the production
97 Bereich PPS planning and control area
98 ProduktionstechnikerIn Production engineer
QualitätstechnikerIn/Fahrzeugbau, Quality control engineer/vehicle
FahrzeugbautechnikerIn im Bereich construction, vehicle construction engineer
99 Qualitätskontrolle in the quality control area
SchiffbautechnikerIn, Shipbuilding engineer, vehicle construction
100 FahrzeugbautechnikerIn im Bereich Schiffbau engineer in the shipbuilding area
SchmuckdesignerIn, SchmuckherstellerIn, Jewelry designer, jewelry manufacturer,
KunsthandwerkerIn im Bereich artisan in the jewelry design and
101 Schmuckdesign und -herstellung manufacturing area
ServicetechnikerIn im Bereich Maschinen- Maintenance engineer in the mechanical and
und Anlagenbau, MaschinenbautechnikerIn plant engineering area, mechanical engineer
102 im Bereich Servicetechnik in the maintenance technology area
ServicetechnikerIn, TechnischeR Maintenance engineer, engineering staff in
103 AngestellteR im Bereich Servicetechnik the maintenance technology area
48
SportgerätebautechnikerIn, Sports equipment engineer, mechanical
MaschinenbautechnikerIn im Bereich engineer in the sports engineering and
104 Sporttechnik und Sporttechnologie sports technology area
UmwelttechnikerIn/Maschinen- und Environmental engineer/mechanical and
Anlagenbau, MaschinenbautechnikerIn im plant engineering, mechanical engineer in
105 Bereich Umwelttechnik the environmental technology area
VerkaufstechnikerIn im Bereich Sales engineer in the mechanical
Maschinenbau, MaschinenbautechnikerIn im engineering area, mechanical engineer in
106 Bereich Verkaufstechnik the sales te chnology area
VerkehrstechnikerIn,
FahrzeugbautechnikerIn im Bereich Traffic engineer, vehicle construction
107 Verkehrstechnik engineer in the traffic technology area
WaffenbautechnikerIn, Weaponry manufacturing engineer,
MaschinenbautechnikerIn im Bereich mechanical engineer in the weapons
108 Waffentechnik technology area
Materials technician, materials engineer in
WerkstofftechnikerIn, WerkstoffingenieurIn the plastics and environmental technology
109 im Bereich Kunststoff- und Umwelttechnik area
110 WirtschaftsingenieurIn Economic engineer
WirtschaftsingenieurIn/Maschinenbau und Economic engineer/mechanical engineering
111 Fertigungstechnik and manufacturing technology
WirtschaftsingenieurIn/Maschinenbau, Economic engineer/mechanical engineering,

Wirtschaftstechnike rIn/Maschinenbau, economic technician/mechanical
MaschinenbautechnikerIn im Bereich engineering, mechanical engineer in the
112 Wirtschaftsingenieurwesen economic engineering science area
49
ENGINEERING AREA PROFESSIONS IN THE CZECH REPUBLIC
ref. No. Czech denomination English translation
Metall processing - Apprenticeship
1 hutník neželezných kovu metallurgist (nonferrous metallurgy)

2 hutník ocelár metallurgist (iron metallurgy)
3 hutník vysokopecar metallurgist - furnaceman
4 kovár smith
5 tavic melter
6 zušlechtovac kovu
7 klempír tinsmith
8 nástrojar toolmaker
9 soustružník kovu metal-turner
10 strojní zámecník engine locksmith
11 tažec
12 valcír kovu metal roller
13 vrtar drill man
14 brusic kovu metal grinder
15 umelecký kovár a zámecník artistic smith and locksmith
16 umelecký kovolijec a cizelér artistic metal-founder and metal chaser

17 automechanik car mechanic
18 dulní zámecník locksmith -> mining industry
19 frézar miller
20 galvanizér
21 hodinár watchmaker
22 chemik výroby neželezných kovu
23 chirurgický nástrojar
24 instalatér plumber
25 izolatér
26 karosár body builder
27 konzervár
28 lodní strojník ship engineer
29 mechanik mechanician
30 mechanik bánské záchranné služby
31 mechanik geologicko-pruzkumných zarízení
32 mechanik chladírenských zarízení
33 mechanik hudebních nástroju
mechanik motorových lokomotiv a
34 motorových vozu
35 mechanik opravár mechanician - serviceman
36 mechanik optických prístroju
50
37 mechanik polygrafických stroju
38 montér anténních zarízení
39 montér bleskosvodu lightning conductor engineer
40 montér kabelových telekomunikacních sítí
41 montér kotlár
42 montér nadzemních telekomunika cních sítí
43 montér ocelových konstrukcí
44 montér potrubár
45 montér tocivých stroju
46 montér výtahu
47 montér vzduchotechniky
48 zámecník montér
49 nožír cutler
50 zámecník zemedelských stroju
51 pasír
52 potrubár pipe fitter
53 provozní zámecník
54 rytec kovu metal engraver
55 serizovac
56 slévac founder
57 smaltér
58 stavební klempír
59 stavební zámecník
60 obsluha stavebních stroju
61 strojník sklárských zarízení
62 strojvedoucí engine-driver
63 tratový strojník
64 umelecký pasír
65 umelecký pozlacovac
66 umelecký štukatér
67 strojní výrobce sklenené bižuterie
68 zámecník kolejových konstrukcí
69 zámecník kolejových vozidel
70 zlatník a klenotník goldsmith and jeweller
71 zlatotepec goldbeater
72 mechatronik mechatronician
mechanik a operátor NC stroju a
73 prumyslových robotu
74 puškar gunmaker
Building sector
75 stavební klempír metal worker
Electric engineering
76 elektromechanik electrician
51
77 hodinár watchmaker
78 letecký mechanik aircraft mechanic
79 lodní strojník engineer/greaser
80 mechanik Mechanic
81 mechanik chladírenských zarízení Kühlmechaniker
82 mechanik hudebních nástroju Mechaniker - Musikinstrumente
mechanik motorových lokomotiv a
83 motorových vozu
84 mechanik opravár mechanic - serviceman
85 mechanik zarízení pro prenos dat
86 montér antikorozní ochrany
87 montér tocivých stroju
88 montér výtahu Aufzugsmonteur
89 serizovac setter/monteur
90 strojvedoucí engine-driver
91 tratový strojník Eisenbahnmechaniker
92 zvukar sound engineer
93 mechatronik Mechatronician
52
ENGINEERING AREA PROFESSIONS IN ITALY
B.1 Mechanical sector qualifications in Emilia Romagna Region – Italy
The below list of Italian professions regarding the mechanical sector has been chosen under
the following criteria:
• focusing on vocational training qualifications which refers to EQF level 1-4

• considering qualifications of the Emilia Romagna regional system since:
? a national qualification system does not exist in Italy; an interregional institutional
group of experts is actually working at national level in order to define a
national qualification system (and which will be involved in the project
activities both for dissemination and validation of outputs and results)
? in Italy the regions are the institutions competent for vocational training matters
? the Emilia Romagna qualification system can be easily referred to the EQF
because each qualification has been described in terms of ‘learning outcomes’
(what a learner knows, understands and is able to do – i.e. professional
competences), as the EQF envisages. Since qualifications are described in
terms of professional competences of a profile/professions, they (professional
competences) can be referred to as objectives of training courses and for
certification processes.
? the Emilia Romagna qualification system refers to the ATECO codes which is the
Italian classification of economic activities (NACE – Nomenclature générale
des activités économiques)
• focusing on the professional area “Mechanical and electronic designing and
manufacturing”, as agreed with Emilia Romagna Region
Qualifications ISFOL ISTAT CODE

Mechanical and PROFESSIONS
electronic designing
and manufacturing
Area
ITALIAN NAME ENGLISH NAME
Costruttore di Saldatore 6.2.1.2 Salatori e tagliatori a fiamma
carpenteria metallica Metal worker
Costruttore su Machine tool Montatore/Installator 7.2.1.1. Operai addetti a macchine utensili
automatiche e semiautomatiche industriali
macchine utensili operator e
Disegnatore meccanico Draughtsman Disegnatore 3.1.2.6. Disegnatori industriali ed assimilati
progettista con
sistemi CAD CAM
Installatore – montatore Installer-erector- Montatore- 7.2.7.2 Assemblatori e cablatori di
apparecchiature elettriche
di sistemi elettrico- assembler Installatore
7.2.7.3 Assemblatori e cablatori di
elettronici electrical and apparecchiature elettroniche e di
electronic systems telecomunicazioni
Montatore meccanico di Fitter Operaio alle 7.2.7.1 Assemblatori in serie di parti di
sistemi macchine utensili macchine
7.2.7.4 Assemblatori in serie di articoli vari in
metallo, in gomma e in materie plastiche
7.2.7.9 Altri operai addetti all’assemblaggio
ed alla produzione in serie di articoli industriali
Operatore 6.2.3.1 Meccanici artigianali, riparatori e
manutentori di automobili ed assimilati
dell’autoriparazione Car mechanic
Operatore delle Verniciatore 7213 Lattonieri, lamieristi e assimilati
7142 Verniciatori e assimilanti
lavorazioni di Carbody
carrozzeria mechanic
53
Responsabile della 2.2.1.1 Ingegneri meccanici
Progettista meccanico Industrial designer progettazione
Tecnico Industrial 7.1.7.1 Conduttori di catene di montaggio
dell’automazione automation
industriale technician
Tecnologo di Technologist for 3.1.2.1 Tecnici meccanici
prodotto/processo nella mechanical 3.1.2.9 Altri tecnici in scienze ingegneristiche
ed assimilati
meccanica product/process
B.2 Tuscany Region - Repertory of professional profiles concerning the

mechanical and metallurgical sector compared with ISFOL Code
The list of Italian professions below regarding the mechanical sector has been chosen
under the following criteria:
? focusing on vocational training qualifications which refers to EQF level 1-4

? considering qualifications of the Toscana regional system since a national
qualification system does not exist in Italy (see introduction to IAL list), and the
regions are competent for vocational training matters
? focusing on the professional area “Mechanics and metallurgy”
? excluding those qualifications which are not relevant in terms of job opportunities
ITALIAN NAME ENGLISH NAME ISFOL

code
Addetto alla conduzione di macchine a CNC machine operator 0504011
controllo numerico
Addetto alla costruzione di strutture di Metal construction worker 0508081
carpenteria
Addetto alla saldatura Welder 0507231
Addetto alle macchine utensili Machine tool operator 0503011
Addetto carrozziere Vehicle body sheet-metal worker 0509241
Addetto gommista Tyre-shop operator 0509242
Montatore manutentore di impianti Fitter and maintenance operator 0506101
termofluidici thermofluid plant
Riparatore di autoveicoli e autoarticolati Car and truck mechanic
Tecnico lavorazione orafa Goldsmith
Tecnico qualificato di produzione Production engineer 0512162
Tecnico qualificato per la manutenzione Licensed aircraft engineer 0508262

di aeromobili
Tecnico qualificato per la Micromechanical engineer 0503072
micromeccanica di precisione
Tecnico qualificato in termotecnica e Thermal engineer and 0506102
coordinamento di cantiere thermohydraulic construction site
termoidraulico manager
54
ENGINEERING AREA PROFESSIONS IN SPAIN
The legislation that regulates vocational training in Spain together with the qualifications are:
th
? Organic Law 5/2002, from 19 June, of Qualifications and Vocational Training.
(Ley Orgánica 5/2002, de 19 de junio, de las Cualificaciones y de la
Formación Profesional (BOE de 20 de junio de 2002)).
rd
? Organic Law 8/1985, from 3 July, regulating Rights to Education. (Ley
Orgánica 8/1985, de 3 de julio (BOE del 4), reguladora del Derecho a la
Educación).
rd
? Organic Law 2/2006, 3 May, of Education. (Ley Orgánica 2/2006, de 3 de
mayo (BOE del 4), de Educación (LOE)).
The different professional itineraries are developed from this fundamental or organic law. For
instance, for mechanical manufacturing qualification is developed in two orders:
? Spanish Royal Order 2417/94 establishing the qualification and the minimum
requirements. (RD. 2417/94 por el que se establece el título y las enseñanzas
mínimas)
? Spanish Royal Order 2428/94 establishing the curricular itinerary. (RD.
2428/94 por el que se establece el currículo)
The following list has been extracted from the Ministry of Education and Science web site
(Ministerio de Educación y Ciencia):
Spanish English translation
FABRICACIÓN MECÁNICA
Operaciones auxiliares de fabricación Mechanical manufacturing assitance

mecánica. operations
Mecanizado por arranque de viruta Machine tooling
Mecanizado por abrasión, electroerosión y Grinding, electrical discharge machining and
procedimientos especiales. special procedure
Mecanizado por corte y conformado Cutting and shaping machining
Soldadura Welding
Tratamientos superficiales Surface treatment
Diseño de productos de fabricación mecánica Mechanical manufacturing design
Diseño de útiles de procesado de chapa. Tools design for metal-sheet manufacturing
Diseño de moldes y modelos Casts and models design
INSTALACIÓN Y MANTENIMIENTO
Montaje y mantenimiento de Instalaciones Assembly and maintenance cold-storage

frigoríficas. plant.
Mantenimiento y montaje mecánico de equipo Assembly and maintenance of industrial
industrial equipment
TRANSPORTE Y MANTENIMIENTO DE
VEHÍCULOS
55
Chapista y pintor de vehículos Sheet-metal worker
Mantenimiento de estructuras de carrocerías
de vehículos Maintenance of bodywork structures
Mantenimiento de elementos no estructurales Maintenance of non-structural elements of
de carrocerías de vehículos. vehicles
Mantenimiento de sistemas de transmisión de
fuerza y trenes de rodaje de vehículos Maintenance of vehicle power transmissions
automóviles and driveline
Mantenimiento del motor y sus sistemas
auxiliares Motors and auxiliary systems maintenance
Planificación y control del área de carrocería Bodywork area controller
Planificación y control del área de
electromecánica Electromecanical controller
56
ENGINEERING AREA PROFESSIONS IN ROMANIA
In Romania one is operating with two concepts: qualification and occupation.

Qualification has a larger meaning and allows practice of more occupations.
Qualifications can be achieved via initial training or via continuous training.
At present two Qualifications lists (rom. Nomenclatoare de calificari ) are in place, both
approved by common orders by the minister of Education and Research, and by the
minister of Labour, Social Solidarity and Family, containing all qualifications achievable
by initial training, and by continuous training, respectively. Some qualifications are
present in both lists, some other are specific.
Occupations are regulated by The Classification of Occupations in Romania (COR)

approved by common order by minister of Education and Research and by the president
of the National Institute of Statistics.
The programmes for initial training are organised only for qualifications, while
continuous training programmes may be organised both for qualifications, and for
occupati ons.
For the purposes of this project, only qualifications from the COR have been selected,
as being considered the most comprehensive document concerning the identification of
professions, for all educational and qualification levels. The selection for M echanical
sector has been operated by „Sector Committee Machine Building, Fine Mechanics,
Equipments and Machinery”
Romanian name English translation
Occupational list in the machine building field
Ambutisor, presator la cald moulders, forging-press workers

acoperitor metale metal cover worker
Ascutitor laminate la cald polishers for hot-rolled laminars
ascutitor laminate la rece polishers for cold-rolled laminars
ascutitor scule, instrumente medicale si obiecte ce uz tool, medical instruments and
casnic household utilities sharpeners
brosator broach worker
cazangiu recipiente sheet-metal workers for containers
cazangiu tevar sheet-metal workers for pipes
calitor prin inductie sau cu flacara metal heat-treating-plant operator
calitor scule metal heat-treating tools operator
knives,rasors,bracelets,knitting
needles,broches,rings handicraft
confectioner cutite, brice, bratari, andrele, agrafe, inele work ers
confectioner plase din sârma wire net-makers
constructor - montator de structuri metalice structural-metal builders and erectors
conformity checker in the machine
controlor de conformitate în industria de masini industry
curatitor sablator sandblast cleanner
ungreasing optical pieces and
curatitor, degresator piese si aparate optice equipment worker
debitator semifabricate material dividing workers
57
debitator - ebosator dividing, rough-machine worker
depanator ascensoare elevator fitters
electromecanic auto motor vehicle mechanics
fierar blacksmiths
finisor ace si accesori structural-metal finisher
forjor arcurar forging worker
forjor manual manual forging worker
forjor matriter forging-press worker
forjor mecanic mechanic forging worker
formator tevi prin sudare plumbing pipe shaper
frezor la masini roti dintate metal toothed wheel-grinders
frezor universal milling -machine operator
frigotehnist refrigerator fitters
gauritor filetator drill and thread worker
gravor manual manual engraver
gravor mecanic mechanic engraver
gravor placi metalice metal plate engraver
honuitor honing worker
lacatus constructii metalice si navale structural-metal and ship preparers
lacatus mecanic mechanic fitter
lacatus mecanic de întretinere si reparatii universale services and fitting mechanics
lacatus montator
mechanic fitter for power sets and
lacatus montator agregate energetice si de transport transportation
lacatus montator pentru utilaje industriale, de industrial, building and agricultural
constructii si agricole machinery assemblers
lacatus revizie vagoane wagon mechanic fitter
Lacatus SDV maintenance mechanic
Lepuitor lepping worker
lipitor de placute la scule aschietoare cutting tools welders
maistru cazangerie boiler shop technician
maistru electromecanic electromechanic technician
maistru frigotehnist refrigerating machines technician
maistru instalatii navale vessel equipment technician
maintenance and fitting tool-
maistru întretinere si reparatii masini-unelte, utilitati, machines,equipments,services,protot
service, prototipuri ypes technician
metal -structure mechanical
maistru lacatus constructii metalice technician
maistru lacatus mecanic mechanical technician
maistru mecanic mechanical locksmith
maistru mecanic auto motor vehicle mechanical technician
building machines and equipment
maistru mecanic masini si utilaje pentru constructii mechanical technician
maistru mecanica agricola agricultural mechanical technician
maistru prelucrari mecanice mecanical treatment technician
maistru presator metale metal pressing technician
maistru sculer matriter pressman technician
maistru sudura welding technician
maistru termist tratamentist heat treatment technician
58
maistru termotehnist heat engineering technician
masinist la confectionarea ambalajelor metalice operator for metal empties building
operator for needles and accessories
masinist la fabricarea acelor si accesoriilor building
operator for automatic cutting tools
masinist la linii automate aschietoare line
masinist la masini speciale de aschiere special cutting machine operator
masinist la masini speciale fara aschiere special non-cutting machine operator
mecanic agricol agriculture mechanic
mecanic auto motor vehicle mechanic
mecanic aviatie aircraft engine mechanic
metrolog metrologist
modelier meta metal moulder
modelier naval vessel moulder
modelor prototipuri auto motor vehicle protoipes moulder
nitrator nitrator
polizator metal wheel-grinder
presator metale la rece cold-rolled metals press worker
rabotor mortezor roti dintate toothed wheel planer and shaper
rabotor mortezor universal general planer and shaper
rectificator dantura caneluri mortise teeth grinder
rectificator universal general grinder
reglor benzi montaj assembling belt setter
reglor masini unelte machine-tool setter
reglor montator assembling setter
sculer matriter tool-maker
strungar la masini de alezat boring machine turner
strungar la masini de prelucrat în coordonate coordonated working-machine turner
strungar la masini de strunjit roti cai ferate wheel shaping-machine turner
strungar la masini orizontale horizontal machines turner
turning and boring lathe turner /
strungar la strung carusel worker
strungar la strung paralel si de detalonat backing -off lathe turner
strungar la strung revolver capstan lathe turner
strungar universal general turner
sudor welder
welder with electric arc under flow
sudor cu arc electric acoperit sub strat de flux layer
sudor cu arc electric cu electrod fuzibil în mediu de gaz welder with electric arc and fusible
protector electrode in gas protecting medium
welder with electric arc and non-
sudor cu arc electric cu electrod nefuzibil în mediu de fusible electrode in gas protecting
gaz protector medium
sudor manual cu arc electric

electric arc manual turner
sudor manual cu flacara de gaze r gase flame manual turner
Sanfrenato chamfering worker
slefuitor metale metal grinder
stantator pressman
tehnician constructii navale vessel buiding technician
59
physico-mechanical determinations
tehnician determinari fizico- mecanice technician
tehnician electromecanic electromechanic technician
tehnician frigotehnist refrigerating machines engineer
tehnician masini si utilaje machines ,equipment technician
tehnician mecanic mechanic technician
tehnician mentenanta mecanica echipamente industrial equipment maintenance
industriale technician
tehnician prelucrari mecanice mechanical processing technician
tenician proiectant mecanic mechanical designer technician
tehnician sudura welding technician
tehnician tehnolog mecanic mehanical technologist technician
termist - tratamentist metal heat-treating-plant operator
tinichigiu carosier sheet-metal body worker
tinichigiu industrial industrial sheet-metal worker
tinichigiu structurist de aviatie aircraft sheet -metal worker
trasator marker-off technician
tubulator naval vessel fauceting worker
vopsitor auto motor vehicles painters
vopsitor industrial industrial painters
Fine mechanics specific occupations
giuvaergiu common metals jeweller

giuvaergiu de meatle pretioase precious metals jeweller
ceasornicar watchmaker
Sudor mecanica fina fine mechanics blacksmith
Maistru mecanica fina fine mechanics technician
Metrolog si reparator mecanica fina,tehnici digitale si metrologist and fine mechanics
analoage repairer, digital and analog technics
Metrolog checking metrologist
Slefuitor metale pretiose mechanic shaper for precious metals
Fierar AMC AMC blacksmith
Bijutier goldsmith
Occupations situated between two sectors, "electric and mechanic"
Electrician auto motor vehicle electrician

maintenance and equipment
Electrician de mentenanta si echipamente electrician
Electrican naval vessel electrician
motor vehicles and electric
Mecanic electric auto si de echipamente electrice equipment electrical mechanics
60
4 ANALYSIS AND COMPARISON OF PROFESSIONAL
STANDARDS USED IN DESCRIBING THE PROFESSIONAL
FIGURES OF ANALYZED NATIONAL/REGIONAL SYSTEMS
AUSTRIA
Professional standards used in describing the professions
- brief description of qualification / professional picture

- duration – years of apprenticeship “Lehrjahre”
- professional activities according year of apprenticeship
- skills and knowledge according year of apprenticeship
- indication of evaluation and examination regulations
- requirements concerning the firm where apprentices are trained
Examples of training profiles: car mechanic and toolmaker
The following examples of training profiles reflect the development within the
apprenticeship training syst em. Whereas the former definitions focus on training areas,
work activities, skills and knowledge (e.g. toolmaker) the recently revised ones add key
skills like social skills and skills for lifelong learning (e.g. car mechanic).
In Austria, the units of competence “Lehrjahre” are not clearly separating training contents.
The training contents often overlap two or three of the Austrian “units of competences” –
some contents are just defined to be part of the whole qualification period.
TOOLMAKER
Extract of the Federal Law Gazette Austria

Regulation 335: Vocational training regulation on car body mechanic (apprenticeship)
according to BGBl. Nr. 73/1972, BGBl. I Nr. 15/1980
Vocational picture
The according skills and qualifications of the vocational training have to be thought latest
within the year of apprenticeship mentioned below.
st nd rd th
1 year of 2 year of 3 year of 4 year of
apprenticeship apprenticeship apprenticeship apprenticeship
1 Handle, maintain and recondition establishments, tools, machines, assets ... utilized
2 Knowledge about materials and adjuvants, their characteristics, handling alternatives
3 measuring measuring measuring measuring
4 marking marking marking marking
61
5 stamping - - -
6 filing filing filing
7 grinding grinding grinding grinding
8 paring
9 polishing
10 carving
11 sawing sawing
12 drilling and drilling and drilling -
countersinking countersinking
13 adjusting adjusting
14 rubbing
15 riveting
16 truing and folding truing and folding
17 hand-tapping tapping threads -
threads via guide screw
18 soldering soldering and brazing -
brazing
19 - sticking - -
20 - basic turning turning
21 - basic milling milling via according machineries
22 - planing - -
23 - winding springs - -
24 thermo handling hardening hardening -
25 - aftertreatment after hardening
26 production of workpieces reflecting according norms
27 deconstruction, deconstruction, rebuiling, repairing and
rebuiling adjusting
28 basic welding electrowelding
29 drafting drafting drafting
30 reading production drawings
31 knowledge of coordinate drilling
32 basic knowledge of technical regulations
33 basic knowledge of pneumatics,
hydraulics and electro techniques
34 Knowledge about entered commitments concerning apprenticeship contract
35 Knowledge of according safety regulations and other regulations on protection of
life and health
36 Basic knowledge concerning employment law
62
CAR BODY MECHANIC
Extract of the Federal Law Gazette Austria

Regulation 335: Vocational training regulation on car body mechanic (apprenticeship)
according to BGBl. Nr. 142/1969, BGBl. I Nr. 100/1998
§1 car body mechanic apprenticeship

Within the framework of metal technologies the period of the car body mechanic
apprenticeship is determinated to 3,5 years.
The apprenticeship certificate has to indicate the gender of the apprentice.
§2 vocational profile
Within the vocational training the apprentice has to learn to perform the following types of
work independently
1. Read and use technical documentations and work drawings

2. Define single steps, equipment and methods of work
3. Plan and steer procedures of work, assess results, conduct quality control
4. Select, purchase and control the required and appropriate material in a professional way
5. Deal with different kinds of material (metal, plastic, glass, wood) respecting regulations
on work security and ecological standards
6. Produce and modify superstructures and trailers
7. Maintain, reconstruct and repair car bodies and chassis frames
8. Mount and demount car accessory, vehicle components and equipment
9. Conduct function checks, performance tests and quality control in a professional way
10. Apply varnish and priming coat in means of embellishment and conservation of surfaces
11. Collect and document technical data concerning the processing and the results of work
12. Customer oriented behaviour and counselling
§ 3 vocational picture
The according skills and qualifications of the vocational training have to be thought latest
within the year of apprenticeship mentioned below.
st nd rd th
1 year of 2 year of 3 year of 4 year of
apprenticeship apprenticeship apprenticeship apprenticeship
1 Handle and maintain establishments, tools, machines, assets ... utilized
2 Knowledge about materials and adjuvants, their characteristics, handling
alternatives
3 Basic handling Handling skills Handling skills Handling skills
skills concerning concerning concerning concerning
measuring, measuring, measuring, measuring, cutting
marking, cutting, marking, cutting, marking, cutting,
sawing, grinding, sawing, grinding grinding
drilling, cutting,
tapping threads,
riveting
4 - - oxyacetylene cutting
5 cold finishing
6 producing detachable and non-detachable connections
7 handling of measuring and controlling instruments and tools
8 - - running and attaching electrical power
63
supply
9 - repairing plastic material
10 mount and demount car accessory, vehicle components and equipment
11 - mount and demount glass material
12 - assessing damages of car bodies -
13 reading simple reading work drawings
work drawings
14 generating work drawings
15 - Knowledge about simple failures of electric systems and
removal o f disturbances
16 - Realizing simple failures of electric systems and removal of
disturbances
17 Knowledge about car construction -
18 cover and shield components - -
19 proof and handle subsurfaces and grounds -
20 application and grinding filling, grounding and masking material
21 Mixing ready made material
22 - - shading samples and colours according
presettings
23 polish and issue -
24 - Knowledge about natural and artificial -
dehydration
25 - Apply varnish Apply varnish according templets, draw
according and paint simple decorations, letters,
templets, draw lines also airbrush technique
and paint simple
decorations,
letters, lines
26 basic knowledge
of technical
regulations
27 basic knowledge of quality management knowledge of the companies quality
management, conducting quality
controls
28 Customer oriented behaviour
29 Knowledge of English technical terms
30 Knowledge of according safety regulations and other regulations on protection of
life and health
31 Knowledge about according measures and regulations on environmental
protection
32 Knowledge about entered commitments concerning apprenticeship contract
Basic knowledge concerning employment law
64
During the training of the technical knowledge and skills there should be put emphasis on the
personal development of the apprentice, according to the company’s requirements. This
serves putting across the key qualifications needed concerning social competences
(openness, teamwork, conflict management etc.) self competence (self-esteem,
independence, ability to work under pressure etc.), methodological competence (presentation,
rhetoric, basic understanding of English language) competence according self-directed
learning (readiness, knowledge of methods, skills on selecting appropriate media and
materials).
65
CZECH REPUBLIC
Professional standards used in describing the professions
- brief description of qualification

- knowledge
- skills
- indication for evaluation
Example of training profile: car mechanic
Car Mechanic
72311 nákladních automobilu
3 years
Diagnosis and assessment of damages by utilizing diagnostic instruments and ensuing

planning of the appropriate repair procedures
Judging the degree of abrasions and assessment of vehicle performance capability,
valuation of the capability of single components in the means of optimal functioning,
capability of load and recommendations on precaut ionary repair.
Repair and replacement of single components as well as of sub-assemblies and
assemblies of vehicle components
Adjusting and setting work steps according the different mechanic, hydraulic and
pneumatic vehicle components
Adjusting and setting work steps according sub -assemblies and assemblies of vehicle
components ( for example processing of engine, geometry of axes etc.) . Manufacturing
and fabricating single components, renewal of single components
Mounting of component parts of automotive accessory
Controlling of the work conducted
Production of prototypes and specialized vehicles, repair and examination of prototypes
and specialized vehicles by co-operation with the department of construction
development as well as the according inspection unit.
Testing proto types and models.
Knowledge:
principles of electrical engineering
Technical drawing in the areas of engineering and metal working
Principles and processings concerning repairing and maintenance of apparatuses and
mechanisms
Machin e parts and und semi -finished products as well as their parameters
(measurements, surface quality etc.) machine mechanisms
Practical skills:
Manufacturing and mechanical handling of metals and plastics
Working according norms and technical documentations of vehicles
Defining work processing, appropriate diagnostic instruments, measurement tools as
well as facilities and spare parts for conducting repairs and adjusting vehicles and their
aggregates.
Assessing the technical condition of the vehicle as wel l as controlling and testing its
components and aggregates.
Diagnosis and assessment of damages of vehicles.
66
ITALY
C Analysis of professional standards used in describing the professions
EMILIA ROMAGNA REGION

For each profession mentioned under B.1, there is a profile that contains and describes
4
the following aspects , as shown in the example below:
? brief description of the profession

? professional area
? job profiles associated with or which could be associated with other profession
classification
? learning outcomes in terms of : competence, skills (know how to), knowledge
(know)
? indications for evaluation of competence in terms of: object of observation,
indicators, expected results, method
? standards of courses which result in the qualification, with reference to:
• level of qualification
• characteristics of participants
• admission requirements
• duration (hours)
• indication for teaching methods
METAL-WORKER
BRIEF DESCRIPTION
The metal-worker is able to construct finished metal products, using specific techniques, using appropriate
machinery, tools and equipment for cutting, shaping, welding and finishing.
PROFESSIONAL AREA
Mechanical and electromechanical design and production
JOB PROFILES – ASSOCIATED WITH OR WHICH COULD BE ASSOCIATED WITH THIS FIGURE
Reference system Name
ISTAT classification system 6.2.1.1 Welders and welder fabricators

6.2.1.3 Sheet metal workers and boilermakers, including
markers
6.2.1.4 Fitters
6.2.1.7 Specialists in electric welding and ASME standard
Italian Ministry of Labour professional code system 621200 Welders and welder fabricators
621800 Sheet metal worker
EXCELSIOR information system 4.04.02 Welders, cutters, fitters
4.04.08 Finishers of metal tools and products
ISCO classification system 7212 Welders and cutters
7222 Workers producing metal tools and products
7224 Finishers of metals, polishers, tool grinders
ISFOL professional repertory Metal-working
- Welder
4
Sistema Regionale delle Qualifiche – SRQ – Emilia Romagna Region
67
COMPETENCE SKILLS (know how to) KNOWLEDGE (know)
1. Set-up of machinery, equipment ? identify the machines, the equipment and ? the work cycle: phases,
and tools for metal-working the tools to be used in the various work activities and technologies.
stages and the relative regulations.
? physical, chemical,
? identify the operating parameters of the mechanical and
machinery for metal-working by reading the technological
worksheet and the technical drawing. characteristics of metal
materials.
? recognise the conformity of the operations
carried out by the machine tools, ? type and functional
identifying any operational faults. mechanism of the principal
equipment and machinery
? keep the workstation in order and maintain for metal-working.
the machinery correctly.
? tools for measuring
• recognise the principal characteristics of
metals
2. Cutting metals the metals to be cut.
?techniques for cutting
• use measuring instruments to identify the
metals
dimensions of the metals to be cut, noting any
faults/defects
? metal equipment
techniques (drilling,
• apply cutting techniques to the metal, burring, threading)
using appropriate tools and/or with traditional
machines and/or nc machines, respecting the
? techniques for shaping
safety procedures. and welding of materials
• identify and evaluate any faults in the cut ? techniques for finishing
metal in order to report them in the notes and assembling metals
accompanying the cut pieces and/or carry out
corrective action. ? principal IT tools and
• identify the dimensional and functional supports
3. Shaping/welding metals characteristics of the materials to be
transformed according to the indications on the ? principal functions of the
sketch and/or the drawing man/machine interactions
• choose the machines and tools for ? safety regulations for
shaping and welding metal materials according working of metals
to their characteristics and properties.
? fundamentals of
• use the tools and apply the techniques for company regulations
shaping and welding of the metals, in concerning the contract
accordance with safety procedures
• note the items on the worksheet to be

checked and carry out the planned checks and
tests.
4. Finishing and assembly of metal • recognize the characteristics of the worked

pieces and groups pieces in order to carry out the correct finishing
process.
• apply finishing and adjusting techniques to

metals, in accordance with safety procedures.
• use the machinery and tools necessary for

fitting the metal pieces, according to their
technical, functional and aesthetic
characteristics, in accordance with safety
procedures.
• evaluate finished products highlighting any

faults or defects.
68
INDICATIONS FOR EVALUATION OF COMPETENCE
COMPETENCE OBJECT OF INDICATORS EXPECTED METHOD

OBSERVATION RESULTS
1. Set-up of Set-up of machinery, ? adjustment of Machinery,
Practical tests in the situation being assessed

machinery, equipment and tools. machinery, equipment equipment and tools
equipment and tools and tools functioning, in
for metal-working ? tooling-up compliance with
? execution of regulations and
ordinary maintenance efficient.
? checks on the state
and functioning of the
tools and equipment
2. Cutting metals Cutting operations on ? measuring the Metals cut according

metals. metals to cut to the worksheet in
? cutting the metals conformity with the
? noting non- sketch and/or
conformity of cut drawing.
metals
3. Shaping/welding Shaping/welding ? shaping/welding Metal materials

metals operations on metals. operations on metals transformed into size
? checking worked and shape foreseen.
metal pieces
4. Finishing and Finishing and ? execution of Metal pieces and

assembly of metal assembly of metal finishing work on units finished and
pieces and units pieces and units. metals assembled in
? assembly of metal accordance with
pieces and units technical
? checking the specifications.
quality of the finished
piece
69
METAL WORKER
STANDARD
relates to courses which result in the qualification of “METAL-WORKER”
This qualification can be considered both a qualification that gives access to the professional area and as a technical-
specialisation qualification.
As such, the professional standards can be reached both by (young-adult) persons without previous knowledge or
skill, and by persons with basic knowledge or skill in the field, which will be developed and extended during the
course. This knowledge-skill may have been acquired through professional training, education or through professional
experience in companies working in the sector.
The variation in the duration of the courses is therefore due to the differing aims/qualifications of the users.
In any case, the participants who possess knowledge/skill corresponding to the content of the course are granted the
relative formative credits.
The qualification can be attained through:
• 600 hour course
These courses aim to offer young people who have completed compulsory schooling a professional qualification, they
must be unemployed at the time they take the course.*
The course must include a certain number of hours work experience, which will be between 30% and 40% of the total
number of classroom hours.
• 600 hour course
These courses aim to offer unemployed adults a professional qualification.**
The course must include a certain number of on-site training, in workshops or situations that r eproduce the
processes and activities that occur in working contexts.
This quota will be between 30% and 40% of the total number of classroom hours.
The definitive duration is to be considered approximate: it may be reduced according to the characteristics of
the participants. It will not, however, be less than 400 hours.
• 300 hour course
These courses aim to offer employed young people and adults a professional qualification.***
The course must include a certain number of on-site training, in workshops or situations that reproduce the
The definitive duration is to be considered approximate: it may be reduced according to the characteristics of the
participants. It will not, however, be less than 200 hours.
• 300 hour course
70
These courses aim to offer unemployed young people and adults a professional qualification.****
The course must include a certain number of on-site training, in workshops or situations that reproduce the
The definitive duration is to be considered approximate: it may be reduced according to the characteristics of the
participants. It will not, however, be less than 200 hours.
NOTES:
As far as the classification of the users by age and employment situation is concerned, reference is made to the
indications in the regional planning documents and in particular to the “Complemento di Programmazione” and
subsequent amendments.
* These courses offer young people who have completed compulsory schooling, unemployed at the time of the
course and without previous knowledge-skill in the professional area a professional qualification.
**These courses offer unemployed adults without previous knowledge-skill in the professional area a professional
qualification.
*** These courses offer young people-adults currently in employment, with basic knowledge-skill in the professional
area the opportunity to develop/extend their professional skills.
**** These courses offer unemployed young people-adults, with basic knowledge-skill in the professional area the
opportunity to develop/extend their professional skills.
TOSCANA REGION
For each profession mentioned under B.2, there is a profile that contains and describes
the following aspects, as shown in the example below:
? brief description of the profession

? learning outcomes in terms of : knowledge and competences
? standards of courses which result in the qualification, with reference to:
• admission requirements
• criteria for selection of participants
• occupational outlets
• duration (hours)
• characteristics of teachers
• teaching materials
CNC machine operator

Description
A professional operating mainly in the field of production of machinery and mechanical

equipment. Responsible for the assembly and set -up of the tools used by the machine
and positioning the workpieces.
Sets the computer, checks that programs are functioning correctly, starts the work cycle,
monitors functioning and carries out initial checks on workpieces. Operates with relative
independence, reports to technical superior.
71
Knowledge
Basic principles of mechanical drawing; basic principles of

electrotechnology/electronics; machine tools: types and operation; production
techniques; basic principles of industrial logistics; elements of programming for
production; principles of IT and NC programming languages; basic knowledge of
Computer Integrated Manufacturing (CIM); work contract and legislative principles
regulating the work contract; health in the workplace; prevention; first aid
Skills
Set up and tooling up of the machine tool according to the work process; maintenance;
positioning of the workpiece; use of computer, loading of tapes/floppy disks and control
of the work cycle; superficial diagnosis of problems; quality checks on products;
interpersonal relationships up/down with the levels of responsibility; forecasting of
evolution of own professional role.
Requirements
Compulsory schooling: high school diploma for first cycle of secondary education –
those who have not yet completed the twelve years ‘right-duty’ school attendance
foreseen by Italian Law 53/2003 must have att ended at least one year of secondary
school; or hold an elementary school diploma + three years work experience.
Criteria for selection
Curriculum vitae and any work experience; evaluation of motivation; testing of: attention
span, precision, mathematical -logical reasoning.
Employment opportunities
NC work centres, workshops and the mechanical engineering industry.
Duration
2400 hours
Lecturers’ qualifications
Diploma or degree preferably in the industrial sector; experts in the field; tutors.
Teaching equi pment and aids
Classroom equipped with overhead projector and paper board, audiovisual and
computer equipment; workshop equipped with NC instruments and machines necessary
for the trade.
72
SPAIN
For each profession mentioned under B, there is a profile that also contains links to the
respective educational regulations and examination procedures, as is shown in the
following example:
respective educational regulations and examination procedures, as is shown in the
following example:
5
Qualification: Machining Operator.
Competences:
? Carry out different machining operations; check over the manufacture products, set-
up, operation pauses and proper working conditions. Assuming responsibilities over
first level maintenance, assuring productions in required quality, time and safe
conditions.
Professional skills:
? Reading drafts, tech specifications, manufacturing orders and other specifications

associated to production.
? Operation and control over the different equipments, machines and tools,
independently and in safe conditions.
? Identify working and control parameters involved in the efficiency of machines and
equipments to obtaining the highest performance. Proposal of improvements in
machining processes under quality and safety conditions.
? Set-up and programming of control equipment. Control over the working conditions
of machines and tools assuming responsibilities and resolution of incidences under
the established quality and safety conditions.
? Expertise on Poseer una visión de conjunto y coordinada de las fases del
proceso de fabricación por mecanizado, comprendiendo la función de los diversos
equipos y máquinas, con objeto de alcanzar los objetivos de la producción.
? Good understanding of the information provided by control instruments to ensure
measures within tolerances.
? Ability to detect defects in the production as well as a good understanding of their
causes to carry out corrective actions.
? Knowledge to carry out established control quality operations in machined pieces.
? Follow-up of tasks carried out by the operators team, checking tech features of
production under safety conditions.
5
www.mec.es/educa/jsp/plantilla.jsp?id=31&contenido=/formacion-
profesional/catalogo/gm/fabricacion/mecanizado.html&area=formacion-
profesional
73
? Carry out of processes strictly, reliably and in clean conditions, according to
documentation and general instructions, preventing risks from machine operation
and materials manipulation.
? Ability to take over different positions in the manufacturing line and to carry out
different task in the machining process.
? Establish and keep fluid relations with other members of the team, active
participation in the organization and the development of tasks.
? Establish contacts with other departments to the supply of raw material. Produce of
application forms to request for maintenance or repair operations.
? Management of different departments (commercial, financial, administration) of a
SME or small production facility.
? Problem resolution and individual decision-taking, following established rules and
defined procedures.
Requirements of autonomy in working situations:
? Set-up of machines and machining equipments.

? Programming and set-up of machining parameters.
? Machining of single pieces and small lots.
? First level maintenance of machines and equipments.
? Handle of materials and products needed for machining operations.
? Quality control of machining pieces.
? Destructive and non-destructive tests.
? Gathering of data related with the machining process.
74
ROMANIA
Analysis of professional standards used in describing the professions
respective educational regulations and examination procedures.
Both initial training, and continuous training are competence-based. Initial training is
based on Training Standards, and continuous training is based on Occupational
Standards. Since the number of occupational standards validated up to date is
insufficient (419), for qualification programmes the Training Standards are also used.
Both types of standards – the Occupational Standards (approved by the National Adult
Training Board), and the Training Standards (approved by the Ministry of Education) are
national documents. Both types of standards are validated by Sector Committees.
The structure of an occupational standard is the following:
? the description of the occupation;

? the units of competence;
? the elements of competence within each unit of ompetence;
? achievement criteria, for each element of competence;
? the range of variables, for each unit of competence;
? an assessment guide, for each unit of competence.
Example of an occupational standard:
The welder
The welder is the worker who performs the welding operation by using specific procedures.
The welding is the joint of metal goods, which needs heating sources to melt the metal in the joint area.
There are two procedures function of the heating source: gas welding and electric welding.
Specific knowledge needed
-Operation and maintenance mode of devices, machines and equipment that are used.
-Notions about metal goods welding.
-Technical conditions that have to be complied with.
-Welding procedures.
-Welding parameters.
-Ad-mixture and welding protection materisls.
-Technological documentation.
I. Gas welding is the technological operation of jointing metal pieces, which uses heat generated by
burning gas fuel and oxygen.
The gase fuels mostly used are: acetylene, hydrogen, pit gas and liquefied petroleum products
(propane and butane).
Welding may be done manually using specific welding set equipment or mechanically using
cutting/welding machines (with one or more sets).
Main equipment the welder uses:
75
? Acetylene generator with safety relief valve (if the fuel gas used is acetylene) or cylinders for
fuel gas storing with pressure reducer;
? Oxygen cylinder with pressure reducer;
? Welding set (blow pipes, cutting device and a set of bulbs of different sizes);
? Pressure hoses made up from rubber woven around with wire for gas transportation;
? Accessories (glasses with protection lens, brushes made of soft steel wire, welding hammer,
gloves).
Operations performed by using equipment specific to gas welding are:
? Cutting up the metal materials;
? Welding on (the filling) with metal ad-mixture of the pieces with molding defaults or used up.
? Metal and non-ferrous alloys soldering,
? Superficial hardening of pieces,
? Metal covering of metal surfaces,
? Stick welding of hard tips on cutting tools,
? The spot or continuous welding, jointing the metal materials.
Main operations performed by the welder:
- Taking the technical documentation of the pieces/semi-finished materials that must be jointed;
? Studying and respecting the technical documentation condition;
? Preparing the automatic machines, equipments and the necessary materials.
? Fixing and assembling the parts for welding/cutting;
? Preparing the alloys for jointing, choosing the fusing agents and the fluxes (deoxidants);
? Using the additive material;
? Handling the containers/gas cylinders;
? Carrying out the welding operation;
? Adjusting and supervising the automatic machines;
? Cleaning the slag from the joint;
? Depositing the additive materials, fluxes, welding and jointing paste;
? Identifying the main defaults; settling causes and prevention measures;
? Delivering the technical documentation and the products.
II. Electric welding is a technological operation of jointing the metal pieces that uses heat of the electric
arc formed between the electrode (graphite or metal) and the piece that must be welded or of the
resisting force the pieces set-back when electric current passes through.
Arc welding can be done : with covered or uncovered arc, with shielded carbon arc welding or
slag bath.
The equipment used for the manual welding with electric arc:
? Welding outfit : welder or converter,
? Soldering tweezers,
? Electric cables,
? Accessories (face shield, brushes made of soft steel wire, welding hammer, gloves, legs shields
and leather apron),
The equipment used for semi-automatic or automatic welding:

? Direct-current generator,
? Automatic truck for cutting and moving the additive material along the joint,
? Guide rolls and automatic equipment to bring the welding place in front of the additive
material, which is cut by the burner tip.
Materials used :
Electrode metal with protective shield, graphite electrode, welding wire, carbon shield
The incandescent welding uses specially and adequately built machines for different operations.
Operations using specific equipment for electric welding :

? Fix jointing of metal materials in spots or in line,
? Cutting-out and shape cutting of metal materials,
? Build-up welding (filling) with additive materials of the pieces with defective casting or used up.
76
Main activities
-Taking the pieces/semi-finished materials and the technical documentation,
-Studying and applying the technical documentation,
-Preparing and verifying the equipment, machines, necessary materials,
-Fixing and assembling the parts,
-Handling the containers/gas cylinders,
-Carrying out the welding operation;
-Depositing the electrodes and the additive materials,
-Cleaning the slag from the joint;
-Adjusting and supervising the automatic and semi-automatic machines,
-Identifying and repairing defaults,
-Delivering the technical documentation and the welded pieces.
Metal wheel-grinders
Metal wheel-grinders are the workers who perform the operation of grinding the metal materials.
Grinding is the operation of fine or very fine working of flat or round surfaces; can be done manually or
mechanically by means of equipment, tools, facilities and specific materials.
Grinding is an operation done in order to prepare surfaces (to cover them with paint or other materials
including metallic ones) or a final operation (to obtain a low roughness or a brightening effect of the
surfaces).
Equipment used by the metal wheel-grinder:
? Fix or portable grinding machine,

? Special grinding equipment/machines,
? Wire brushes,
? Abrasive stones, wheels and belts,
? Emery paper and cloth,
? Felt brushes and wheels, sponge and cotton, abrasive powders and emery paste.
Activities carried out by the metal wheel grinders, polishers:
i. Taking and studying the technical documentation,

ii. Taking the pieces that must be processed,
iii. Preparing the abrasive materials, filling up the machines,
iv. Preparing, checking, adjusting, using and maintaining the equipments/machines,
v. Depositing, and delivering the processed goods,
vi. Identifying and repairing errors,
vii. Following up the technological process and the sequence of operations while grinding,
viii. Assembling and removing tools, equipments and materials that must be grinded,
ix. Check the grinded surfaces.
77
5 VALIDATION OF FORMAL AND INFORMAL
LEARNING
AUSTRIA
Work and discussion on methodologies for validating non -formal and informal learning in
Austria is still at an early stage of development. Relatively few methodologies have
been developed and are applied; the responsible central government department (the
Federal Ministry for Education, Science and Culture - BMBWK), while recognising the
importance afforded to the issue by debates on lifelong learning at EU level, currently
has no personnel dedicated to advancing work on validating non-formal and informal
learning.
There are several reasons for the relative scarcity of validation methods. The BMBWK
does not have competence over matters of continuous training and has therefore not
been very active in promoting the validation of non-formal and informal learning. The
Austrian dual system of vocational training, which provides a mix of in -company and
school -based training, is sometimes seen as reducing the need for alternative
recognition methods as it reaches most young people and provides a sound educational
basis. This must be seen in the context of a labour market which is characterised by
regulated occupations. Occupations are usually based on occupational profiles which
include information on where and how the requried compentences should be acquired.
Usually they are also linked to entitlements, responsibilit ies and wages. Although in
private industry wages and salaries are increasingly linked to task descriptions, salary
systems are still often based on formal qualifications, in particular within the public
sector. The occupations listed in the Gewerbeordnung , as well as others defined in the
Berufsausbldungsgesetz (Vocational Training Act), form the basis for the areas of
apprenticeship training (currently more than 250 occupations). These also provide the
framework for fully school-based VET and thus ensure recognition of the qualifications
acquired.
Importantly, the social partners, as well as trade bodies, are closely involved in setting
training standards in the dual system. This makes them reluctant to accept methods for
validating non-formal and inform al learning as these could infringe on their
competencies and potentially make the dual system of vocational training redundant.
Finally, Austrian business culture places great emphasis on degree certificates and
diplomas issued by recognised providers as proof of professional competence and
skills. This means that other certificates, including those identifying or recognising skills
acquired through non-formal and informal learning, tend to be regarded with scepticism.
However, it could be argued that non -formal and informal learning is inherent to the
Austrian apprenticeship system where workplace learning is anintegral part of formal
learning.
This scepticism encompasses both concerns about a narrowing down of vocational

training as a result of validation and loss of stakeholder influence over training
standards. As a result, the three main initiatives to validate non-formal and informal
learning have come out of EU-funded projects and have entailed minimum stakeholder
involvement.
78
CZECH REPUBLIC
Validation of informal and non-formal learning is a new issue on the Czech policy
agenda. At present there are no systemic provisions for identification, assessment and
recognition of skills and competencies acquired through informal and non -formal
learning or through work experience. Implementation of the system of validation is
constrained at the policy and legislation level. The system of formal initial education and
certification is not linked to continuing training and informal learning. There is a general
lack of legislation on continuing training of the adult population. The absence of a
comprehensive qualifications framework and the so far limited legal provision for
modular training create further obstacles in implementation of the validation system.
At the same time many examples of good practice in both summative, and especially,
formative validation of informal and non-formal learning exist at the level of individual
initiatives supported by social partners, branch organisations, regional authorities and
by the European Union on a project basis. The process therefore has so far been
supply -driven. The public authorities, however, have started to place the issue of
validation and recognition of informal and non-formal learning on the policy agenda as a
response to numerous private initiatives and projects.
Generally speaking the Czech labour market is rather liberal from the point of view of
the required qualifications for the job performance. Except for the professions and
trades which are covered by specific laws and regulations, the acceptance of a
candidate for a job is a matter of their competences being recognised by the employer.
Qualification requirements at the start -up of a new business are only a consideration for
those activities and occupat ions which are covered by specific laws and regulations.
According to various surveys among employers, the informal/key competences and
skills (e.g. communication, leadership, team spirit) are often preferred over formal
qualifications. Since the beginning of the transformation period, the Czech labour force
has also demonstrated high levels of professional mobility, where about 38% have
changed their occupation at least once. This would not have been possible without
recognition of informal and non-formal learning in the world of work. Therefore, prior
learning and competences of the labour force in the Czech Republic are far more
recognised in an informal way, rather than via an established national system of
validation.
Having said that, it is important to note that the legal requirement for many trades and
professions to possess certain qualifications in practice creates many problems for
businesses and often is satisfied by the nominal employment of a person whose
qualification meets the requirements. As long as there is no accessible and flexible
system of validation of prior learning, such a solution is much easier for an entrepreneur
than entering education for the full qualification cycle or passing the comprehensive set
of exams for the qualification.
Assessment of competences in the workplace is subject to the employers will and

internal rules and procedures of the company, unless specifically regulated by the
sector. The same is true for the assessment of knowledge and skills acquired in CVT
courses provided by employers or in courses undertaken at the participant’s will, which
are subject to the employer’s wishes, or subject to the procedures used by the training
organization.
79
ITALY
All social and political stakeholders, irrespective of their institutional aims and
background (Ministries, Regions, Trade Unions, Employers Representatives, VET
system providers, Universities, Youth Association and voluntary sector), actually agree
regarding the need of validation of non formal learning through formalized recognition
pathways or certification procedures.
At the present, however, nothing comparable to the APL programme in the UK has been
put in place in Italy, due to different factors. First of all, two historical -cultural factors
must be taken into account: the relevant formal and legal value of educational
qualifications obtained through formal education pathways and the traditional weakness
of short -term and adult education and training. The combined results is that the
economic and social value of VET, independently from formal qualification released, is
not culturally perceived. Moreover the professional and occupational regulations are
largely based on the legal status of formal qualification and on the juridical values of
education or academic titles. Such a crucial role of formal recognition is reinforced by
the low level of institutional trust at a national level, especially as far as VET providers
and employers representative bodies are concerned.
The bridging process between formal education and training and non formal and
informal learning in different contexts is at present involving many different actors and
stakeholders: social partners, companies, third sector association and enterprises.
Nevertheless, as a result of the polit ical awareness about the basic principles
underpinning the validation of non-formal learning, a relevant number of national
agreements and regulations dealt with this topic have been defined and undersigned
(IFTS, Adult Education and Training, Certification of Competence), envisaging the
opportunity of validation of non formal learning, although not concretely defining a
system (assumed as a whole organizational and resources framework composed of
standards, tasks and funding).
It can be stated that there are several interesting practices in the above mentioned
contexts, but they remain as local experiences not constituting a real validation system.
This is mostly due to two elements:
o the lack of national standards regarding qualifications and competences represents the
main hindrance to the adoption of the emerging European perspective on formal and
informal learning;
o In Italy there is not yet a common concept about how the .Validation of non formal and
informal learning. should be defined and what is the role of the institutions in order to offer
or to legitimate this kind of service. From this point of view the Italian situation reflects
many of the open issues raised at an European level in the process and Documents
regarding the common principles for the validation of non formal and informal learning.
The Emilia Romagna Region is currently experimenting a “Regional System for Formalising
6
and Certifying competences (SRFC )” which not only considers the competences acquired as
a result of formal training, but also those acquired in informal and non-formal contexts. This
system considers the “competences acquired in any manner” suitable for formalisation and
6
See Regional Council Decision N° 1434 dated 12/09/2005, Regional Council Decision N° 530 dated 19/04/2006;
Regional Council Decision N° 841 dated 19/06/2006.
80
certification, and takes as professional reference standards the competences present in the
list of the “Regional System of Qualifications” (see paragraph C). The system defines both the
phases of the formalisation / certification process, and the subjects responsible for this
process.
The process is therefore organised in the following stages:
? acquisition of the request for formalisation/certification;

? verification by means of evidence;
? verification by means of testing/examination;
? administrative procedures linked to the issue of the formalisation / certification
documents;
? individual consultations.
And is finalised in the issue of the List of knowledge and skills, or the Certificate of
competences or the Certificate of Qualification.
The system will be enacted by the “Accredited Subjects” of the training system and, in
cooperation with the Provinci al Authorities the possibility of organising the competence
formalisation process at the employment services will be evaluated. Non-accredited
bodies which have developed training activities that comply with the SRQ standards can
also manage the process, if they have received from the Regional Authorities or from
the Provincial Authorities specific authorisation for “formalisation and certification of
competences” with regard to their activities.
81
SPAIN
Spain has a positive attitude towards the introducti on of systems and methodologies to
validate informal learning. This favourable attitude is observed both at a public and
private level, which are aware of how this type of learning is positive and valuable for
the professional potential of a certain worker.
During the past years, Spain has given impulse to initiatives that seek the recognition
or even the validation of informal and non-formal learning. EU encouragement has been
very positive, and various Leonardo and Grundving actions, within the Socrates
programme, has stimulated partnerships and ideas that are gradually being established
in Spain.
From the public administration side, the reform of the vocational training system is
giving impulse in general to all that concerns professional skills and workers. The
inclusion of the social actors in the public initiatives, which is an automatic practice at
present, either fixed by law, as in the case of the Law on Qualifications and Vocational
Training, or by Convention, such as the Tripartite Agreements for Continuing Training,
is very positive, as it guarantees a social acceptance of this initiatives, which will also
be more likely to be closer to the employment market.
There is an enormous potential for the validation of informal and non formal learning. At
present, the main initiative is the one undertaken within the context of the Law on
Qualifications and Vocational Training. The development of the National Catalogue of
Professional Qualifications is being done at present.
The initiatives done in the private sector are important as they outline an increasing
interest of Spain in recognising skills that have been obtained through informal and non
formal means. This growing interest could be influenced by the growing importance that
is given at European policy level, to lifelong learning, and the existence, in Spain of an
important group of population that would benefit from the recognition of competencies
that have not been obtained through the traditional formal way.
It is difficult to find informat ion on private experiences, which reveals a lack of interest
of disseminating different practices (formal or informal), which are developed in the
private or third sector. This, could be seen that there is no real interest on
institutionalising official practices to validate it. It could also be that the private sector
relies on the National Catalogue of Professional Qualifications Project, as being the
official system to validate informal and non formal learning.
82
ROMANIA
In order to develop a lifelong learning culture in this country and also follow the EC
action guidelines, Romania has adopted a national policy for lifelong learning and has
taken concrete steps for its implementation, this national chapter aims at providing
aspects on validation of non-formal and informal learning. The practices reveal the
increasing awareness of the need for a global approach to foster validation of both non-
formal and informal learning.
As key action points in this area, priority has to be given to:
? Support for non-formal and informal learning by social and managerial

recognition, extension and diversification of learning provision;
? Promotion of training and education incentives within economic, social and
regional programs;
? Provision of an increased and diversified number of training opportunities to
stimulate a greater demand;
In spite of the general efforts and obvious progress made in Romania for implementing
the EU Memorandum on lifelong learning, there are still many drawbacks, difficulties
and constraints, which have to be tackled and solved in time appropriately.
In the near future further policies and measures are necessary to breakdown the
existing divisions between formal initial and continuing (vocational) education and
training, as well as non-formal and informal learning. One of the locally accepted tools
to achieve this goal is a common National Qualification Framework (NQF).
In order to ensure the labor market value of the NQF, the development needs to be
facilitated through a social dialogue taking into account sectoral interests. This implies
measures to strengthen sectoral representation of social partners .
A much needed policy to enforce is to increase accessibility of guidance and

counseling services for adults and members of the local community, as well as the need
for these services to extend beyond the strictly vocational and educational dimension
and to include also more and more social and citizenship aspects.
83
6 DEFINITION OF COMMON CRITERIA FOR CHOOSING
THE PROFESSIONAL PROFILE TO BE DEEPLY
ANALYZED
Professional profiles to be deeply analyzed
English AUSTRIA CZECH SPAIN ITALY ITALY ROMANIA

term REPUBLIC
Emilia Toscana
Romagna
1. Car Kraftfahrzeug- automecha Mecanico del Operatore Riparatore di Mecanic auto
mechanic technikerIn nik vehiculo dell’autoripara- autoveicoli e
ligeros/mecani zione autoarticolati
co de vehiculo
pesados /meca
nico de dos y
tres ruetas
2. Werkzeug- nástrojár Preparador- Costruttore su Addetto alla Sculer matriter
Toolmaker macherIn programador macchine conduzione
de maquinas utensili di macchine
herramientas a controllo
con CNC numerico
3. Lathe DreherIn soustružník Tornero - Addetto alle Strungar/Frezo
operator Fresador macchine r
utensili
4. Welder SchweisserIn / svárec Constructor- Costruttore di Addetto alla Sudor

MetalltechnikerIn soldator de carpenteria costruzione
estructuras metallica di strutture di
metallicas de carpenteria/a
acero/soldator ddetto alla
de estructuras saldatura
metalicas
ligeras
5. Aviation Luftfahrzeug- letecký Mecanico de Tecnico Mecanic
mechanic technikerIn mechanik motores de qualificato aeronave
aviation per la
manutenzion
e di
aeromobili
6. KarosseurIn karosár Chapis ta pintor Operatore Addetto Lacatus
Carbody de vehiculos delle carrozziere constructii
mechanic lavorazioni di metalice
carrozzeria
7. Gold- und zlatník Joyero Tecnico Bijutier
Goldsmith SilberschmiedIn lavorazione
und JuvelierIn orafa
84
Common Terms
CZECH SPAIN ITALY ITALY ROMANIA

COMMON AUSTRIA
REPUBLIC Emilia Toscana
TERMS Romagna
QUALIFICATION Beruf Povolání Profesion Qualifica Qualifica Calificare
Profession Profese Profession Qualification Qualification Qualification

Kvalifikace
BRIEF PROFILE Berufsbild / Profil povolání Perfil Descrizione Descrizione Definire

DESCRIPTION Berufsprofil professional sintetica
Professisonal Krátký profesní Profesisonal Brief Description Qualification

profil profile descritpion definition
profile / picture
UNIT OF 1. Lehrjahr Ucební rok Unidad de Unita’ di Unitate de

COMPETENCE 2. Lehrjahr competencia competenza competenta
3. Lehrjahr
(4. Lehrjahr)
Described as a Vyucení trvá Unit of Unit of Unit of

matter of time / competence competence competence
duration of
apprenticeship
1./2./3. /(4.) year
of
apprenticeship
TECHNICAL Fertigkeiten und Schopnosti a Capacidad y Capacità Capacità e Competente

SKILLS AND Kenntnisse / znalosti / conocimiento (essere in conoscenze
Grundfertig- Základní grado di) e
COMPETENCES
keiten und znalosti a Conoscenze
(including
- kenntnisse schopnosti
“general skills”
such as those Skills and Technické Skills and Skills (To be Skills and Competence
regarding schopnosti a knowledge able to) and knowledge (to use
quality, health, knowledge knowledge and
znalosti Knowledge
security, etc.) skills to do
sthg)
SOCIAL SKILLS Soziale Sociální Contenido de Capacità e Competente

AND Fähigkeiten und schopnosti a Profesionalidad conoscenze cheie
Kompetenzen dovednosti
COMPETENCES
(referring to
living and
working with
other people,
such as
communicating,
team working,
negotiating, etc.)
85
Professional standards
Country Professional standards

Italy, Emilia - brief description of qualification
Romagna Region - professional area
- comparison of job profiles with professions
- competence
- skills for each competence
- knowledge
- indication for evaluation of competences
- standards for training courses
Italy, Toscana - brief description
Region - knowledge
- skills
- admission requirements
- criteria for selection for admission
- employment opportunities
- duration of courses
- lecturers’ qualification
- teaching equipment and aids
Romania - level (which gives indication regarding characteristics of
training courses)
- brief description of qualification
- unit of competences: keys, general and professional
competences
- competences/elements of competences (for each unit of
competence)
- achievement criteria (for each competence/element of
competence)
- range of variables (depending on materials, tools, etc.)
Spain - level
- duration of course
- references to the productive system
o professional profile: general competences,
professional skills, unit of competences
o evolution of professional skills: changes in
technology, economics and organization
o changes in professional activities
o changes in training
- position in the productive process
o professional and working environment
o technology environment
- teaching standards
o general objectives
o teaching unit for Professional skills associated
with unit of competence
o teaching unit for Basic and transversal skills (key
skills)
o work experience
o professional guidance
- teacher standards
- requirements for classrooms and facilities
- access to higher level of education/training
86
Czech Republic - brief description of qualification
- knowledge
- skills
- indication for evaluation
Austria - brief description of qualification / professional picture
- duration – years of apprenticeship “Lehrjahre”
- professional activities according year of apprenticeship
- skills and knowledge according year of apprenticeship
- indication of evaluation and examination regulations
- requirements concerning the firm where apprentices are
trained
87
ANNEX: NATIONAL REPORTS IN ACCORDING
NATIONAL LANGUAGES
? AUSTRIA
? CZECH REPUBLIC
? ITALY
? SPAIN
? ROMANIA
88
AUSTRIA
Work Package 1 Report Austria
Analyse des Bildungssystems in Österreich
A Analyse des nationalen/regionalen Bildungssystems im technischen Bereich
A.1 Sekundarbereich und postsekundärer, nicht-tertiärer Bereich
A.1.1 Allgemeine Ziele
Hauptschule
Die Hauptschule dient dem Erwerb einer grundlegenden Allgemeinbildung sowie der
Vorbereitung auf das Berufsleben und auf den Übertritt in mittlere und höhere Schulen.
Polytechnische Schule
Die Polytechnische Schule hat im Besonderen die Aufgabe, Schüler/innen im 9. Jahr der
allgemeinen Schulpflicht auf das weitere Leben - insbesondere auf das Berufsleben - dadurch
vorzubereiten, als sie die Allgemeinbildung der Schüler/innen in angemessener Weise zu
erweitern und zu vertiefen, durch Berufsorientierung auf die Berufsentscheidung
vorzubereiten und eine Berufsgrundbildung zu vermitteln hat. Die Schüler/innen sind je nach
Interesse, Neigung, Begabung und Fähigkeit für den Übertritt in Lehre und Berufsschule
bestmöglich zu qualifizieren sowie für den Übertritt in weiterführende Schulen zu befähigen.
Berufsbildende Pflichtschule / Berufsschule
Die Berufsschule hat die Aufgabe, in einem berufsbegleitenden, fachlich einschlägigen

Unterricht den berufsschulpflichtigen Personen die grundlegenden theoretischen Kenntnisse
zu vermitteln, ihre betriebliche Ausbildung zu fördern und zu ergänzen sowie ihre
Allgemeinbildung zu erweitern.
Berufsbildende mittlere Schulen
Die berufsbildenden mittleren Schulen haben die Aufgabe, den Schülern/innen jenes fachliche
grundlegende Wissen und Können zu vermitteln, das unmittelbar (!) zur Ausübung eines
Berufes auf gewerblichem, technischem, kunstgewerblichem, kaufmännischem,
wirtschaftlichem oder sozialem Gebiet befähigt. Die berufsbildenden mittleren Schulen bieten
somit eine Ausbildung für bestimmte Berufe sowie ein entsprechendes Maß an
Allgemeinbildung mit besonderem Augenmerk auf Persönlichkeitsbildung sowie den Erwerb
von Schlüsselqualifikationen. Wesentlicher praktischer Bestandteil der Ausbildung ist die
Arbeit in Übungsfirmen, in schuleigenen Werkstätten, Labors und anderen Übungsräumen.
In den meisten Fachrichtungen müssen die Schüler/innen in den Sommerferien Pflichtpraktika

in einschlägigen Betrieben ablegen.
Berufsbildende höhere Schulen
Die berufsbildenden höheren Schulen haben die Aufgabe, den Schülern/innen eine höhere
allgemeine und fachliche Bildung zu vermitteln, die sie zur Ausübung eines gehobenen
Berufes auf technischem, gewerblichem, , kaufmännischem, erzieherischem oder
wirtschaftlichen Gebiet befähigt, und sie zugleich zur Hochschulreife zu führen.
89
Die vermittelten beruflichen Qualifikationen entsprechen jenen, die in anderen EU-
Mitgliedsstaaten an die Absolvierung einer postsekundären Ausbildung geknüpft sind.
Wesentliche Ziele der Ausbildung sind Persönlichkeitsbildung, berufliche Mobilität und
Flexibilität, Kreativität, soziales Engagement, Teamarbeit und Kommunikationsfähigkeit.
Praxisgerechte Arbeitsmethoden werden u.a. in schuleigenen Übungsfirmen, Werkstätten,
Labors sowie anderen Übungsräumen vermittelt. In den meisten Fachrichtungen müssen die
Schüler/innen in den Sommerferien Pflichtpraktika in einschlägigen Betrieben ablegen (Anzahl
und Dauer ist in den Lehrplänen festgelegt).
A.1.2 Arten von Bildungseinrichtungen
Die Hauptschule
Die Hauptschule schließt an die 4. Volksschulstufe an und umfasst vier Schulstufen

(Jahrgangsstufen 5 bis 8). Die Anzahl der parallel geführten Klassen und somit die Anzahl der
Lehrer/innen und Schüler/innen variiert u. a. aus regionalen und demographischen Gründen.
Hauptschulen zählen zu den allgemein bildenden Pflichtschulen und weisen einen anderen
Schulerhalter als die allgemein bildenden höheren Schulen auf.
Hauptschulen befinden sich daher oft in unmittelbarer Nähe oder in einem Haus mit einer
anderen allgemein bildenden Pflichtschule. Ihr Schulerhalter ist die Gemeinde oder der
Gemeindeverband.
Polytechnische Schule
Die Polytechnische Schule erfasst als einjährige Schule primär 14 bis 15-jährige
Schüler/innen der 9. Schulstufe, die unmittelbar nach der allgemeinen Schulpflicht über das
duale Berufsausbildungssystem (Duales System, Berufsschule) einen Beruf erlernen wollen.
Berufsbildende Pflichtschulen / Berufsschulen (10. bis max. 13. Schulstufe)
Für Lehrlinge im Sinne des Berufsausbildungsgesetzes sowie für Personen, die in einem
Lehrberuf in besonderen selbständigen Ausbildungseinrichtungen gemäß § 30 des
Berufsausbildungsgesetzes ausgebildet werden, besteht Berufsschulpflicht. Der Schulbesuch
erfolgt ganzjährig, lehrgangsmäßig oder auch saisonmäßig neben der betrieblichen
Ausbildung. Diese Art der Berufsausbildung wird als "Duales System" bezeichnet.
Die im § 46 SchOG beschriebenen Aufgaben der Berufsschule sind, den

berufsschulpflichtigen Personen in einem berufsbegleitenden, fachlich einschlägigen
Unterricht die grundlegenden theoretischen Kenntnisse zu vermitteln, ihre betriebliche
Ausbildung zu fördern und zu ergänzen sowie ihre Allgemeinbildung zu erweitern.
Die Lehrausbildung kann in etwa 250 Lehrberufen erfolgen. Das zeitliche Verhältnis zwischen
Ausbildung im Betrieb und Berufsschule beträgt etwa 4:1. Ungefähr 40% der
Pflichtschulabgänger/innen treten in ein Lehrverhältnis ein, davon sind ein Drittel weibliche
Lehrlinge. Der Hauptanteil der Lehrlinge wird in der Sektion Gewerbe und Handwerk gefolgt
von der Sektion Handel, Industrie, Tourismus und Freizeitwirtschaft, Nichtkammer, Transport
und Verkehr, bzw. Bank und Versicherung ausgebildet. Sie erhalten eine kollektivvertraglich
geregelte Lehrlingsentschädigung, die im ersten Lehrjahr ca. 25 - 40% des jeweiligen
Anfangsgehaltes eines Facharbeiters ausmacht und dann jährlich ansteigt.
Die betriebliche Ausbildung in einem Lehrberuf basiert auf dem Berufsausbildungsgesetz

sowie der entsprechenden Ausbildungsordnung des Bundesministers für Wirtschaft und
Arbeit.
90
Berufsbildende mittlere und höhere Schulen
Nach der 8. Schulstufe stehen den Jugendlichen neben den Ausbildungsformen der allgemein
bildenden Schulen ca. 300 berufsbildende Ausbildungsmöglichkeiten offen. Das
Berufsbildungssystem teilt sich in zwei große Kategorien:
? Berufsbildende Pflichtschulen = Berufsschulen (Teilzeitschulen) sowie

? Berufsbildende mittlere Schulen und berufsbildende höhere Schulen (Vollzeitschulen)
Berufsbildende mittlere Schulen (9. – 12. Schulstufe)
Die berufsbildenden mittleren Schulen dauern 1 bis 4 Jahre und führen bis zum Niveau des
Facharbeiters bzw. mittleren Angestellten. Es dominieren die längeren Ausbildungsformen;
außerdem ist ein Trend von den mittleren zu den höheren Schulen zu beobachten.
Berufsbildende höhere Schulen
Die berufsbildenden höheren Schulen dauern 5 Jahre und schließen mit Reife- und
Diplomprüfung ab.
A.1.3 Spezialisierung im technischen Bereich
Berufsbildende Pflichtschule / Berufsschule
Die Einteilung der ungefähr 250 Lehrberufe erfolgt gemäß ihrer Lehrzeit.
Eine Lehrzeit von 2 bis 2,5 Jahre (vorwiegend handwerkliche Lehrberufe): z. B. Reiniger/in
von Denkmälern, Fassaden und Gebäuden, Zuckerbäcker/in / Konditor/in, Kosmetiker/in,
Masseur/in, Textildesigner/in (2.5 Jahre).
Für etwa 70 % der Lehrberufe ist eine Ausbildungszeit von 3 Jahren erforderlich: z. B.
Bürokauffrau/mann, Einzelhandelskauffrau/mann, Großhandelskauffrau/mann, Industriekauf-
frau/mann, KraftfahrzeugelektrikerIn, FriseurIn und PerückenmacherIn (StylistIn),
Koch/Köchin, RestaurantleiterIn, InstallateurIn, ZimmererIn, BautischlerIn, MaureIn,
AnstreicherIn- und MalerIn, SchneiderIn (für Damen oder Herren), Abfall- und
AbwasserentsorgerIn.
Lehrberufe mit einer 3,5jährigen Lehrzeit (oftmals aus dem technischen Bereich): z. B.
KraftfahrzeugmechanikerIn, KommunikatinostechnikerIn, MaschinenbaumonteurIn,
FotografIn, OptikerIn, Chemischer LabortechnikerIn.
Eine 4jährige Ausbildung benötigen beispielsweise: Zahntechniker/in, Anlagenelektriker/in,

Werkzeugtechniker/in, Elektrotechniker/in mit Spezialisierung auf Verfahrenstechnologie
Für folgende Zweige wurden Fachschulen eingerichtet: Bautechnik, Elektromechanik,

Elektronik, Luftfahrzeugtechnik, Maschinenbau,
91
Höhere technische und gewerbliche Lehranstalten:
? Bautechnik (mit verschiedenen Schwerpunkten
? Innendesign und Holzarbeit
? Chemie (mit verschiedenen Schwerpunkten)
? Elektrotechnik (mit verschiedenen Schwerpunkten)
? Elektronik (mit verschiedenen Schwerpunkten)
? Angewandte EDV und Organisation
? Chemische Technologie
? Maschinenbau (mit verschiedenen Schwerpunkten)
? Mechatronik
? Materialtechnik
? Betriebstechnik
? Grafik
? Umwelttechnik
Der Bereich Maschinenbau umfasst folgende Zweige:
? Allgemeiner Maschinenbau
? Bautechnik und Energieplanung
? Automobilbau/Kraftfahrzeugtechnik
? Automatisierungstechnik
Die Ausbildungsspezialisierungen in den Fachschulen weisen eine baumähnliche Struktur auf,

wobei die Fachrichtungen einem Baumstamm gleichen, der sich ab der 3. Stufe in Form der
unterschiedlichen Spezialisierungen verzweigt. In den ersten beiden Jahren weisen alle
Fachbereiche denselben Lehrplan auf, ab dem 3. Ausbildungsjahr orientieren sich die
Lehrpläne an der jeweiligen Spezialisierung.
A.2 Berufliche Weiterbildung für junge Schulabgänger und Erwachsene
Die Zielsetzungen der Erwachsenenbildung unterscheiden sich zwischen allgemeiner und

beruflicher Erwachsenenbildung, auch wenn sich diese vielfach überschneiden. Im
wesentlichen geht es aber immer um die Qualifizierung der Bürger/innen für ihre Aufgaben im
privaten und gesellschaftlichen Bereich sowie im Erwerbsleben. Erwachsenenbildung und
berufliche Weiterbildung sollen demnach im Sinne einer ständigen Weiterbildung die
Aneignung von Kenntnissen und Fertigkeiten sowie der Fähigkeit und Bereitschaft zu
verantwortungsbewusstem Urteilen und Handeln und die Entfaltung der persönlichen Anlagen
zum Ziel haben. Sie sollen zum Erwerb von zusätzlichen Kenntnissen, Fertigkeiten,
Fähigkeiten und sozialen Kompetenzen führen, welche die Erwerbstätigkeit und politische
Handlungsfähigkeit fördern. Die berufliche Erwachsenenbildung umfasst kurze und lange
Ausbildungen, wobei auch komplette Berufsausbildungen für Erwachsene nicht selten sind.
Im Sinn des Lebensbegleitenden Lernens soll der Zugang zur Erwachsenenbildung für alle
u.a. durch den weiteren Ausbau von Bildungsinformations- und Beratungssystemen und der
Verbesserung der Motivation zur Teilnahme an Weiterbildung erleichtert werden. Dieser
hohen Priorität des Lebensbegleitenden Lernens in Österreich entspricht auch die Anhebung
des Budgets für Allgemeine Erwachsenenbildung um 28% für das Jahr 2005.
Die Qualifizierungsmaßnahmen, die vom Arbeitsmarktservice finanziert werden, zielen in der

Regel auf eine relativ rasche Re-Integration ins Erwerbsleben ab. Diese
Arbeitsmarktausbildungen haben die grundlegende Zielsetzung, durch die Vermittlung von
beruflichen oder berufsbezogenen Kenntnissen und Fertigkeiten sowie von persönlichen und
sozialen Kompetenzen Ungleichgewichte zwischen Angebot und Nachfrage am Arbeitsmarkt
zu verringern. Dabei sollen arbeitsuchende Personen nicht allein auf eine konkrete
Arbeitsaufnahme vorbereitet werden, sondern insgesamt ihre Chancen auf
92
Arbeitsmarktintegration entsprechend ihren Fähigkeiten für längere Zeit erhöht werden. Der
Ausgleich von geschlechtsspezifischen Benachteiligungen und die Unterstützung bei der
Bewältigung des Strukturwandels sind in dieser Zielkonzeption ebenfalls enthalten.
Arbeitsmarktausbildung setzt auf der individuellen Ebene an. Dabei richtet sie sich
vorwiegend an Personen(gruppen), die arbeitslos oder von Arbeitslosigkeit bedroht sind.
Die allgemeinen Ziele der berufsbildenden Schulen für Berufstätige sind folgende:
Die mittleren Schulen für Berufstätige führen zu (relativ breiten) beruflichen

Erstausbildungsabschlüssen bzw. dienen der Erweiterung der Fachbildung von Personen mit
abgeschlossener Berufsausbildung (z. B. Lehrlingsausbildung). Die Meisterschulen/-klassen
dienen insbesondere der Vorbereitung auf die Meisterprüfung. Das Ausbildungsziel der
Werkmeisterschulen/-lehrgänge ist die Befähigung zu mittleren technischen
Führungsfunktionen sowie unter anderem die Möglichkeit zur Erlangung der Befähigung, als
Ausbilder für Lehrlinge in Betrieben zu fungieren.
Die höheren Schulen für Berufstätige führen zur Reife- und Diplomprüfung und damit zur
Hochschulberechtigung sowie zu beruflichen Berechtigungen (Doppelqualifikation). Die
Ausbildung wird gemäß der Richtlinie des Rates 95/43 EG vom 20. Juli 1995 einer
postsekundären Ausbildung in anderen Mitgliedsstaaten gleichgehalten.
A.2.2 Einrichtungen der Erwachsenenbildung/Weiterbildung
Allgemeine und berufliche Erwachsenenbildung wird in Österreich in verschiedenen

Einrichtungen angeboten: am stärksten sind dabei gemeinnützige Institutionen sowie
Sonderformen von öffentlichen Schulen (Schulen für Berufstätige) vertreten. Durch den
steigenden formalen Bildungsstand der Bevölkerung wird aber auch den Universitäten und
den Fachhochschulen eine zunehmend wichtige Rolle in der Erwachsenenbildung zukommen.
In der betrieblichen Weiterbildung haben kommerzielle Anbieter, die eine Vielzahl und Vielfalt
zumindest relativer kleiner Anbieter umfassen, einen führenden Anteil an der kursmäßigen
Erwachsenenbildung gewonnen.
Gemeinnützige Anbieter
Die gemeinnützigen Anbieter in Österreich haben traditionell den stärksten Stellenwert in der
allgemeinen und außerbetrieblichen beruflichen Weiterbildung in Österreich. In ihrer
Entwicklung und Struktur spiegeln sich Politik, Religion und Verbände des Landes. Die
großen Anbieter, die nachfolgend genannt werden, haben sich in der Konferenz der
Erwachsenenbildung Österreichs (KEBÖ) zusammengeschlossen.
Schulen für Berufstätige
Alle schulischen Abschlüsse der Sekundarstufe I und II und der Lehrlingsausbildung können
in Österreich in der Erwachsenenbildung nachgeholt oder absolviert werden. Am stärksten
sind dabei die berufsbildenden höheren Schulen (BHS) für Berufstätige vertreten (fast 1.300
Abschlüsse pro Jahr). Die fachlichen Bereiche dieser Sonderformen sind identisch mit den
Tagesformen und umfassen technisch-gewerbliche, kaufmännische sowie andere
Berufsfelder.
Die berufsbildenden mittleren Schulen (BMS) für Berufstätige weisen in technisch-

gewerblichen Sparten (Werkmeisterschulen, Bauhandwerkerschulen, Meisterschulen)
stärkere Teilnehmer- und Absolventenzahlen als im kaufmännischen Fachbereich auf. Die
allgemein bildenden höheren Schulen für Berufstätige kommen auf etwas unter 500
93
Abschlüsse pro Jahrgang. Außerdem werden auch Kollegs für Berufstätige angeboten
Zweiter Bildungsweg
Hauptschulabschluss:
Der positive Abschluss der 4. Klasse Hauptschule ist notwendig, um eine berufsbildende
mittlere Schule (Fachschule, Handelsschule) oder eine allgemein bildende oder
berufsbildende höhere Schule (AHS, HTL, HAK usw.) besuchen zu können. Auch die
Chancen auf einen betrieblichen Ausbildungsplatz (Lehrvertrag) bzw. Arbeitsplatz sind ohne
positiven Hauptschulabschluss ungünstig. Auch für die Nostrifikation (Anerkennung) eines
ausländischen Schulabschlusses kann es notwendig sein, einzelne Prüfungen nachzuholen.
Wesentlich ist, dass dieser Abschluss (positive 8. Schulstufe) nicht automatisch mit der
Erfüllung der Schulpflicht erreicht wird.
Deshalb bieten mehrere Erwac hsenenbildungseinrichtungen Lehrgänge an, die auf den
Hauptschulabschluss vor einer Externisten/innenkommission an einer Schule vorbereiten.
Diese werden von Einrichtungen der Erwachsenenbildung gebührenpflichtig angeboten.
Berufsreifeprüfung:
Mit September 1997 trat das Gesetz über die Berufsreifeprüfung (BRP) in Kraft. Seither
besteht die Möglichkeit, auf Basis des im Rahmen der Berufsausübung erworbenen
praxisbezogenen Wissens die Berufsreifeprüfung abzulegen. Dies gilt für Personen mit
abgelegter Lehrabschlussprüfung, Absolventen/innen mindestens dreijähriger berufsbildender
mittlerer Schulen sowie für Absolventen/innen von Krankenpflegeschulen oder mindestens 30
Monate dauernder Schulen für den medizinisch-technischen Fachdienst und ab Inkrafttreten
einer Novelle mit 1. September 2000 auch für Absolventen/innen der land- und
forstwirtschaftlichen Facharbeiterprüfung. Die BRP ist der Reifeprüfung an höheren Schulen
insofern gleichwertig, als sie zum Studium an österreichischen Universitäten und
Fachhochschulen sowie zum Besuch von Kollegs usw. berechtigt und zumindest im
Bundesdienst als Erfüllung der Erfordernisse für eine Einstufung in den gehobenen Dienst gilt.
Mit der Berufsreifeprüfung wurde erstmals in Österreich auch im Berufsleben erworbenes
Praxiswissen schulischem theoriebezogenem Wissen formell gleichgestellt.
Ausnahmsweise Zulassung zur Lehrabschlussprüfung:

Personen, die eine Lehre nach dem Berufsausbildungsgesetz nicht mit einer
Lehrabschlussprüfung abgeschlossen haben oder Tätigkeiten verrichten, die dem Berufsbild
eines Lehrberufes entsprechen, können unter gewissen Kriterien eine Lehrabschlussprüfung
ablegen und dadurch einen Berufsabschluss erwerben. Zur Vorbereitung auf diese Prüfung
werden für manche Lehrberufe gebührenpflichtige Vorbereitungslehrgänge angeboten, bei
denen beispielsweise der Unterrichtsstoff der Berufsschule gelehrt wird.
Sowohl in der allgemeinen als auch der beruflichen Erwachsenenbildung sind am Markt
zunehmend kleine Anbieter festzustellen. Dies trifft sowohl auf Anbieter zu, die vor allem für
Unternehmen Weiterbildung anbieten (laut Continuing Vocational Training Survey – 2 (CVTS-
2) knapp 37 Prozent der betrieblich finanzierten externen Kursstunden; siehe Tabelle 7), als
auch auf allgemeine, individuell nachgefragte Erwachsenenbildung (siehe Tabelle 11).
Schwerpunkte dieser kleinen Anbieter können die EDV oder Sprachschulungen sein, häufig
werden auch Persönlichkeitsbildung und kulturelle Themen angeboten.
B Eine Auswahl an Berufen aus dem technischen Bereich
Das oben beschriebene duale System hat eine unendlich lange Liste von Berufen
hervorgebracht. Im vorliegenden Bericht stehen Lehrberufe und an berufsbildenden mittleren
94
und höheren Schulen gelehrte Berufe des technischen Sektors tituliert mit „Maschinen, KFZ
und Metall“ im Mittelpunkt.
Deutsche Bezeichnungen
Lehrberufe
BaumaschinentechnikerIn
BlechblasinstrumentenerzeugerIn
BüchsenmacherIn
ChirurgieinstrumentenerzeugerIn
DreherIn
FahrzeugtapeziererIn (FahrzeugsattlerIn)
FormerIn und GießerIn (Metall und Eisen)
GießereimechanikerIn
Gold- und SilberschmiedIn und JuwelierIn
Gold-, Silber- und MetallschlägerIn
HarmonikamacherIn
HolzblasinstrumentenerzeugerIn
HüttenwerkschlosserIn
KälteanlagentechnikerIn
KarosseriebautechnikerIn
KarosseurIn (bis 31.12.2007)
KlavierbauerIn
KonstrukteurIn
KraftfahrzeugelektrikerIn
KraftfahrzeugtechnikerIn
KupferschmiedIn
LackiererIn
LandmaschinentechnikerIn
LuftfahrzeugtechnikerIn
MaschinenbautechnikerIn
MaschinenfertigungstechnikerIn
MaschinenmechanikerIn
MesserschmiedIn
MetallbearbeiterIn
MetalldesignerIn
MetalltechnikerIn - Blechtechnik
MetalltechnikerIn - Fahrzeugbautechnik
MetalltechnikerIn - Metallbautechnik
MetalltechnikerIn - Metallbearbeitungstechnik
Metalltechnikerin - Schmiedetechnik
MetalltechnikerIn - Stahlbautechnik
OberflächentechnikerIn
OrgelbauerIn
PräzisionswerkzeugschleiftechnikerIn
95
ProduktionstechnikerIn
RohrleitungsmonteurIn
SchiffbauerIn
SchilderherstellerIn
SonnenschutztechnikerIn
Streich- und SaiteninstrumentenbauerIn
UhrmacherIn
UniversalschweißerIn
VergolderIn und StaffiererIn
WaagenherstellerIn
WaffenmechanikerIn
WärmebehandlungstechnikerIn
WerkstoffprüferIn
WerkzeugbautechnikerIn
WerkzeugmaschineurIn
WerkzeugmechanikerIn
ZerspanungstechnikerIn
ZinngießerIn
Berufsbildende mittlere und höhere Schulen
AnlagenbautechnikerIn,
MaschinenbautechnikerIn im Bereich
Anlagenbau
AnwendungstechnikerIn, TechnischeR
AngestellteR im Bereich Anwendungstechnik
ArbeitsvorbereiterIn/Produktionstechnik,
ProduktionstechnikerIn im Bereich
Arbeitsvorbereitung
AutomatisierungstechnikerIn
BaumaschinentechnikerIn, BautechnikerIn im
Bereich Baumaschinentechnik
BerechnungstechnikerIn/Fahrzeugtechnik,
FahrzeugbautechnikerIn im Bereich
Berechnungstechnik
BetriebstechnikerIn, ProduktionstechnikerIn,
MaschinenbautechnikerIn im Bereich Betriebs-
und Produktionstechnik
BetriebstechnikerIn, WirtschaftstechnikerIn,
TechnischeR AngestellteR im Bereich Betriebs-
und Wirtschaftstechnik
BüromaschinentechnikerIn, FeinwerktechnikerIn
im Bereich Büroautomatisierungstechnik
CAM-TechnikerIn, ProduktionstechnikerIn im
Bereich CAM
DesignerIn, ObjektdesignerIn/Metalldesign:
Kunstschmied und Metallplastik (KunstschmiedIn
und MetallplastikerIn)
96
F&E-TechnikerIn/Fahrzeugtechnik,
FahrzeugbautechnikerIn im Bereich Forschung,
Entwicklung, Konstruktion
FahrzeugbautechnikerIn
FeinwerktechnikerIn
FertigungstechnikerIn, MaschinenbautechnikerIn
im Bereich Fertigungstechnik
FertigungstechnikerIn, ProduktionstechnikerIn im
Bereich Fertigungstechnik
FlugbautechnikerIn, Maschineningenieurwesen
im Bereich Flugtechnik
FlugzeugbautechnikerIn,
FahrzeugbautechnikerIn im Bereich Flugzeugbau
HaustechnikerIn (TechnikerIn für
Hausinstandhaltung)
InnovationstechnikerIn, TechnischeR
AngestellteR im Bereich Innovationstechnik
KlimatechnikerIn
KonstrukteurIn/Fachrzeugbau,
Konstruktionstechnik
KonstruktionstechnikerIn,
FertigungskonstrukteurIn
KraftfahrzeugbautechnikerIn,
Kraftfahrzeugbau
KühltechnikerIn, KältetechnikerIn
KunsthandwerkerIn
MaschinenbautechnikerIn,
MaschinenbauingenieurIn,
MaschinenbautechnikerIn im Bereich Allgemeiner
Maschinenbau
MetallbaukonstrukteurIn,
KonstruktionstechnikerIn im Bereich Metallbau
MetalldesignerIn, KunsthandwerkerIn im Bereich
Metallbearbeitung (MetallplastikerIn,
KunstschmiedIn)
MetalldesignerIn, ObjektdesignerIn/Metalldesign:
Gold- und Silber; Gold- und SilberschmiedIn
MetalldesignerIn-Gravurtechnik,
ObjektdesignerIn/Metalldesign: Gravur
(GraveurIn)
MetallverfahrenstechnikerIn,
VerfahrenstechnikerIn im Bereich Met allurgie
MikromechanikerIn, FeinwerktechnikerIn im
Bereich Mikromechanik
MikromechanikerIn, MikrotechnikerIn im Bereich
Mikromechanik
MikromedizintechnikerIn, MikrotechnikerIn im
Bereich Medizintechnik
MikrotechnikerIn im Bereich Molekular-Technik,
Nano-Technik, Quanten-Technik
97
MikrotechnikerIn/Medizintechnik,
FeinwerktechnikerIn im Bereich Medizintechnik
Molekular-TechnikerIn, NanotechnikerIn,
Quanten-TechnikerIn
OptotechnikerIn, FeinwerktechnikerIn im Bereich
Optotechnik
PPS-TechnikerIn, ProduktionstechnikerIn im
Bereich PPS
ProduktionstechnikerIn
QualitätstechnikerIn/Fahrzeugbau,
Qualitätskontrolle
SchiffbautechnikerIn, FahrzeugbautechnikerIn im
Bereich Schiffbau
SchmuckdesignerIn, SchmuckherstellerIn,
KunsthandwerkerIn im Bereich Schmuckdesign
und -herstellung
ServicetechnikerIn im Bereich Maschinen- und
Anlagenbau, MaschinenbautechnikerIn im
Bereich Servicetechnik
ServicetechnikerIn, TechnischeR AngestellteR im
Bereich Servicetechnik
SportgerätebautechnikerIn,
Sporttechnik und Sporttechnologie
UmwelttechnikerIn/Maschinen- und Anlagenbau,
Umwelttechnik
VerkaufstechnikerIn im Bereich Maschinenbau,
Verkaufstechnik
VerkehrstechnikerIn, FahrzeugbautechnikerIn im
Bereich Verkehrstechnik
WaffenbautechnikerIn, MaschinenbautechnikerIn
im Bereich Waffentechnik
WerkstofftechnikerIn, WerkstoffingenieurIn im
Bereich Kunststoff- und Umwelttechnik
WirtschaftsingenieurIn
WirtschaftsingenieurIn/Maschinenbau und
Fertigungstechnik
WirtschaftsingenieurIn/Maschinenbau,
WirtschaftstechnikerIn/Maschinenbau,
Wirtschaftsingenieurwesen
98
C Analyse von Inhalten der Berufsbeschreibungen
Für jeden unter B genannten Beruf existiert ein Profil, welches Hinweise zu den jeweiligen
Ausbildungsvorschriften und zu der jeweiligen Prüfungsordnung enthält.
Der Arbeitsmarktservice hat eine Datenbank von Berufsgruppen erstellt, welche eine
ausführliche Beschreibung der Arbeitshandlungen wiedergibt.
Folgender Ausschnitt soll als Beispiel dienen:
MaschinenmechanikerInnen fertigen unter Einsatz von elektronischen, pneumatischen und

hydraulischen Steuerungen Bauteile für Maschinen und Produktionsanlagen. Sie bauen die
Teile zusammen, montieren die Maschinen und Anlagen am Verwendungsort (Werkshallen,
Maschinenhallen) und wirken bei der Inbetriebnahme mit (Durchführung von Probeläufen zur
Funktionskontrolle und zur exakten Einstellung). Außerdem führen sie die regelmäßige
Wartung und die Instandhaltung der Maschinen und Anlagen sowie Reparaturarbeiten durch.
Während des Produktionsablaufs betreuen, bzw. überwachen sie die Maschinen und
Anlagen.
Bei der Herstellung der Maschinenbauteile arbeiten die MaschinenmechanikerInnen nach

Werkzeichnungen (Konstruktions-, Fertigungs-, Montage-, Stromlauf-, Schaltpläne und -
skizzen), die sie meist vom Konstruktionsbüro erhalten, teilweise aber auch selbst erstellen
oder bearbeiten, bzw. ergänzen (das Zeichnen erfolgt bereits fast immer computerunterstützt
auf CAD/CAM-Systemen; computer aided design = computergestütztes Design). Die
MaschinenmechanikerInnen fertigen die Maschinenbauteile anhand der in den
Werkzeichnungen angegebenen Daten mit Hilfe verschiedener Techniken spanabhebender
und spanloser Metallbearbeitung an (Bohren, Drehen, Fräsen, Schleifen, Sägen,
Gewindeschneiden usw.). Meist verwenden sie dafür computergesteuerte
Werkzeugmaschinen (CNC-Maschinen; computer numeric design). Dabei geben die
MaschinenmechanikerInnen die Daten bzw. Bearbeitungsprogramme ein, spannen die
Werkstoffe ein, überwachen den Maschinenlauf und betreuen die Versorgung der Maschine
mit Betriebsstoffen (Nachfüllen von Schmier- und Kühlmitteln). Sie kontrollieren die
Werkstücke mit mechanischen, optischen und elektronischen Messgeräten und führen
erforderlichenfalls die Nachbearbeitung durch. Schließlich behandeln sie die Oberfläche der
Werkstücke mit Oberflächenschutzmitteln (z.B. Korrosionsschutz).
Beim Zusammenbau der Maschinenteile bzw. der Maschinen und Anlagen verbinden die
MaschinenmechanikerInnen die Teile mit verschiedenen Verbindungselementen (Schrauben,
Keile, Stifte, Passfedern usw.) oder Verbindungstechniken (Nieten, Löten, Schweißen, Kleben
usw.). Die wichtigste Aufgabe ist dabei das exakte Einpassen der mechanischen,
elektrischen, elektronischen, (elektro-)pneumatischen und (elektro-)hydraulischen Bauteile.
Ein Schwerpunkt der Ausbildung sind daher auch die modernen Steuerungs- und
Regelungstechniken (Pneumatik und Elektropneumatik, Hydraulik und Elektrohydraulik,
speicherprogrammierbare Steuerungen, Digitaltechnik).
Der endgültige Zusammenbau der Maschinen und Anlagen erfolgt meist erst am
Verwendungsort im Zuge der Montage. Am Betriebsort werden schließlich alle für den Betrieb
der Maschinen/Anlagen erforderlichen Zu- und Ableitungen angeschlossen (Strom/Treibstoff,
Wasser usw.). Nach der Fertigstellung aller Montagearbeiten nehmen die
MaschinenmechanikerInnen die Maschine bzw. Anlage in Betrieb und überprüfen alle
Funktionen und Einstellungen. Falls erforderlich, nehmen sie die entsprechenden Korrekturen
vor.
Eine wichtige Aufgabe der MaschinenmechanikerInnen ist die Überwachung und regelmäßige
Kontrolle des Maschinenparks bzw. der Anlagen eines Betriebes. Dabei führen sie vor allem
Instandhaltungs- und Wartungsarbeiten durch, z.B. den Austausch einzelner Maschinenteile,
die eine kurze Lebensdauer aufweisen oder verbraucht werden (Antriebe, Lager, Dichtungen
99
usw.), die Reinigung und Schmierung bestimmter Maschinenteile sowie den Austausch oder
die Ergänzung von Betriebsstoffen (Schmier- und Kühlmittel, Hydraulikflüssigkeit usw.).
Bei Betriebsstörungen überprüfen die MaschinenmechanikerInnen die Maschinen mit Mess-

und Prüfgeräten, um die Ursache der Störungen festzustellen und zu lokalisieren. Sie
zerlegen die Maschinen und reparieren die schadhaften Teile oder tauschen sie gegen neue
Ersatzteile aus. Dann bauen sie die Maschine wieder zusammen und nehmen sie für die
erforderlichen Funktionskontrollen in Betrieb.
In der Berufspraxis spezialisieren sich MaschinenmechanikerInnen häufig entweder auf die

Produkte bzw. Produktgruppen bestimmter Branchen (z.B. Maschinenbau, Werkzeug- und
Vorrichtungsbau, Herstellung von Metall- und Kunststoffwaren wie etwa Motorenbestandteile)
oder auf bestimmte Tätigkeitsbereiche, z.B. Zerspanungstechniken (CNC-Drehen oder CNC-
Fräsen), CAD/CAM-Technik (computergestützte Konstruktion und Fertigung),
Fertigungsplanung (Entwicklung von Fertigungsprogrammen), Arbeitsvorbereitung,
Steuerungs- und Regelungstechnik, Sondermaschinenbau, Serienfertigung oder
Qualitätssicherung.
Ausbildungsvorschriften von Lehrberufen
Die folgenden Ausbildungsvorschriften von Lehrberufen dokumentieren die Entwicklung

innerhalb des Lehrausbildungssystems in Österreich. Während sich länger zurückliegende
Beschreibungen auf Lehrbereiche, Arbeitstätigkeiten, Fähigkeiten und Kenntnisse beziehen
(z.B. Werkzeugmacher/in), weisen neuere Definitionen zusätzlich Schlüsselqualifikationen wie
soziale Fähigkeiten und die Fähigkeit zu lebenslangem Lernen (z.B. Karosseur/in),.
WERKZEUGMACHER/IN
Auszug aus dem Bundesgesetzblatt der Republik Österreich
Ausbildungsvorschriften für den Lehrberuf Werkzeugmacher
Verordnung BGBl. Nr. 73/1972 und BGBl. I Nr. 15/1980
Berufsbild
1. Lehrjahr 2. Lehrjahr 3. Lehrjahr 4. Lehrjahr

1
Handhaben, Instandhalten und Instandsetzen der zu verwendenden Einrichtungen,
Werkzeuge, Maschinen und Arbeitsbehelfe
2
Kenntnis der Werk- und Hilfsstoffe, ihrer Eigenschaften, Verwendungs- und
Bearbeitungsmöglichkeiten
3 Messen Messen Messen Messen
4 Anreißen Anreißen Anreißen Anreißen
5 Stempeln - - -
6 Feilen Feilen Feilen
7 Scharfschleifen Scharfschleifen Scharfschleifen Scharfschleifen
8 Schaben
9 Polieren
10 Meißeln
11 Sägen Sägen
12 Bohren und Bohren und Bohren -
Senken Senken
13 Passen Passen
14 Reiben
15 Nieten
100
16 Richten und Richten und
Biegen Biegen
17 Gewindeschneiden Gewindeschneiden -
von Hand von Hand
18 Weichlöten Weich- und Hartlöten -
Hartlöten
19 - Kleben - -
20 - Einfaches Längs- Drehen
und Plandrehen
21 - Einfaches Fräsen Fräsen mit Teilapparat
22 - Hobeln - -
23 - Federn wickeln - -
24 Einfaches Härten Härten -
Warmbehandeln
25 - Nachbearbeitung nach der Härtung
26 Herstellen von einschlägigen Werkstücken unter
Berücksichtigung der vorgeschriebenen Passungsnormen
27 Zerlegen und Zerlegen, Zusammenbauen,
Zusammenbauen Instandsetzen, Einstellen und Justieren
28 Einfaches Elektroschweißen
Elektroschweißen
29 Skizzieren Skizzieren Skizzieren
30 Lesen von Fertigungszeichnungen
31 Kenntnis des Koordinatenbohrens
32 Grundkenntnisse der bei der Anwendung der Fertigkeiten
erforderlichen Normen
33 Grundkenntnisse der Pneumatik, der
Hydraulik und der Elektrotechnik, die
der Werkzeugmacher benötigt
34 Grundkenntnisse der sich aus dem Lehrvertrag ergebenden Verpflichtungen (§§ 9
und 10 Berufsausbildungsgesetz)
35 Kenntnisse der einschlägigen Sicherheitsvorschriften sowie der sonstigen in Be-
tracht kommenden Vorschriften zum Schutze des Lebens und der Gesundheit
36 Grundkenntnisse der aushangpflichtigen arbeitsrechtlichen Bestimmungen
Ausbildungsvorschriften für den Lehrberuf Karosseriebautechnik
KAROSSEUR/IN / KAROSSERIEBAUTECHNIKER/IN
Auszug aus dem Bundesgesetzblatt der Republik Österreich

Ausbildungsvorschriften für den Lehrberuf Karosseriebautechnik
335. Verordnung gemäß BGBl. Nr. 73/1972 und BGBl. I Nr. 15/1980
§1 Lehrberuf Karosseriebautechnik
In der Metalltechnik ist der Lehrberuf Karosseriebautechnik mit einer Lehrzeit von
3,5 Jahren eingerichtet.
In den Lehrverträgen, Lehrzeugnissen, Lehrabschlussprüfungszeugnissen und Lehrbriefen ist

der Lehrberuf in der dem Geschlecht des Lehrlings entsprechenden Form
(Karosseriebautechniker oder Karosseriebautechnikerin) zu bezeichnen.
Lehrling befähigt werden, die nachfolgenden Tätigkeiten fachgerecht, selbständig und
101
eigenverantwortlich ausführen zu können:
1. Technische Unterlagen und Werkzeichnungen lesen und anwenden,

2. Arbeitsschritte, Arbeitsmittel und Arbeitsmethoden festlegen,
3. Arbeitsabläufe planen und steuern, Arbeitsergebnisse beurteilen, Qualitätskontrollen
4. durchführen,
5. Erforderliche und geeignete Werkstoffe und Hilfsstoffe fachgerecht auswählen,
beschaffen und überprüfen,
6. Werkstoffe (Metall, Kunststoff, Holz und Glas) unter Berücksichtigung der
einschlägigen
7. Sicherheitsvorschriften, Normen und Sicherheits- und Umweltstandards bearbeiten,
8. Aufbauten und Anhänger für Kraftfahrzeuge anfertigen und umbauen,
9. Karosserien und Fahrgestelle warten, reparieren und instandsetzen,
10. Fahrzeugteile, Ausrüstung und Zubehör montieren und demontieren,
11. Funktionsprüfung und Qualitätskontrolle fachgerecht durchführen,
12. Grundmaterial und Lackmaterial zur Konservierung und zur Verschönerung der
Oberflächen aufbringen,
13. Technische Daten über den Arbeitsablauf und die Arbeitsergebnisse erfassen und
dokumentieren,
14. Kundenorientiertes Verhalten und Kundenberatung.
Für die Ausbildung wird folgendes Berufsbild festgelegt. Die angeführten Fertigkeiten und
Kenntnisse sind spätestens in dem jeweils angeführten Lehrjahr beginnend derart zu
vermitteln, daß der Lehrling zur Ausübung qualifizierter Tätigkeiten im Sinne des Berufsprofils
befähigt wird, die insbesondere selbständiges Planen, Durchführen, Kontrollieren und
Optimieren einschließt.
§ 3 Berufsbild
Im Rahmen der Ausbildung müssen die entsprechenden Kenntnisse und Qualifikationen

spätestens in dem unten erwähnten Lehrjahr vermittelt werden.
Pos 1. Lehrjahr 2. Lehrjahr 3. Lehrjahr 4. Lehrjahr

.
Handhaben und Instandhalten der zu verwendenden Einrichtungen, Werkzeuge,
1
Maschinen, Anlagen, Vorrichtungen, Einrichtungen und Arbeitsbehelfe.
2 Kenntnis der Werkstoffe und Hilfsstoffe, ihrer Eigenschaften, Verwendungsmöglichkeiten
und Bearbeitungsmöglichkeiten .
Grundlegende
3 Fertigkeiten in der Fertigkeiten in der Fertigkeiten in der
Fertigkeiten in der
Werkstoffbearbeitu Werkstoffbearbeitun Werkstoffbearbeitung:
Werkstoffbearbeitun
ng: Messen, g: Messen, Messen, Anreißen
g: Messen,
Anreißen, Anreißen,
Anreißen,
Schneiden, Sägen, Schneiden,
Schneiden, Sägen,
Schleifen Schleifen
Schleifen, Bohren,
Senken,
Gewindeschneiden,
Nieten
4 - - Autogenes Brennschneiden
5 Kaltbearbeitungsverfahren: Richten, Stauchen, Schweifen, Treiben,

Schlichten, Bördeln, Abkanten, Absetzen, Spannen, Sicken, Runden,
Aufziehen, Einziehen
102
Herstellen von lösbaren und unlösbaren Verbindungen:
6
Schraubverbindungen, Kleben, Löten, Gasschmelzschweißen ohne
Zwangslage, Widerstandsschweißen, Schutzgasschweißen
7 Verwenden von Messgeräten und Prüfgeräten
8 - - Anschlagen und Einpassen
9 - Reparatur von Kunststoffteilen
10 Ausbau und Einbau von Fahrzeugteilen und Kraftfahrzeugteilen, Ausrüstung und Zubehör
11 - Ausbau und Einbau von Fahrzeugverglasung und
Kraftfahrzeugverglasung
12 - Feststellen von Schäden an der -
Karosserie
13 Lesen von Lesen von Werkzeichnungen
einfachen
Werkzeichnungen
14 Anfertigen von Skizzen
15 - Kenntnis über einfache Störungen an der elektrischen Anlage und
deren Beseitigung
16 - Erkennen und Beheben von einfache Störungen an der elektrischen
Anlage
17 Kenntnis der Fahrzeugkonstruktion -
18 Abdecken - -
19 Prüfen und Behandeln von Untergründen -
20 Aufbringen und Schleifen von Füll-, Grund- und Deckmaterial
21 Zubereiten und Mischen gebrauchsfertiger Materialien
22 - - Nuancieren von Farben nach Mustern und
Vorgaben
23 Polieren und Ausfertigen -
24 - Kenntnis der natürlichen und künstlichen -
Trocknung
25 - Anfertigen von Anfertigen von Lackierungen nach
Lackierungen nach Schablone und Pausen; Zeichnen und
Schablone und Pausen; Malen einfacher Schmuckformen,
Zeichnen und Malen Beschriftungen, Linieren Prüfen und
einfacher Behandeln von Untergründen, auch in
Schmuckformen, Luftpinseltechnik
Beschriftungen, Linieren
Prüfen und Behandeln
von Untergründen
26 Grundkenntnisse
kraftfahrzeugtechnis
cher Vorschriften
27 Grundkenntnisse des Qualitätsmanagements Kenntnis des betrieblichen
Qualitätsmanagements, Durchführen von
Qualitätskontrollen
28 Kundenorientiertes Verhalten und Kundenberatung
103
29 Kenntnis und Anwendung englischer Fachausdrücke
30 Kenntnis der sonstigen einschlägigen Sicherheitsvorschriften sowie der sonstigen in
Betracht kommenden Vorschriften zum Schutz des Lebens und der Gesundheit
31 Die für den Beruf relevanten Maßnahmen und Vorschriften zum Schutz der Umwelt:
Grundkenntnisse der betrieblichen Maßnahmen zum sinnvollen Energieeinsatz im
berufsrelevanten Arbeitsbereich; Grundkenntnisse der im berufsrelevanten Arbeitsbereich
anfallenden Reststoffe und über deren Trennung, Verwertung sowie über die Entsorgung
des Abfalls.
32 Kenntnis der sich aus dem Lehrvertrag ergebenden Verpflichtungen (§§ 9 und 10 des
Berufsausbildungsgesetzes)
33 Grundkenntnisse der aushangpflichtigen arbeitsrechtlichen Vorschriften
Bei der Ausbildung in den fachlichen Kenntnissen und Fertigkeiten ist - unter besonderer
Beachtung der betrieblichen Erfordernisse und Vorgaben - auf die Persönlichkeitsbildung des
Lehrlings zu achten, um ihm die für eine Fachkraft erforderlichen Schlüsselqualifikationen
bezüglich Sozialkompetenz (wie Offenheit, Teamfähigkeit, Konfliktfähigkeit), Selbstkompetenz
(wie Präsentationsfähigkeit, Rhetorik in deutscher Sprache, Verständigungsfähigkeit in den
Grundzügen der englischen Sprache) und Kompetenz für das selbstgesteuerte Lernen (wie
Bereitschaft, Kenntnis über Methoden, Fähigkeit zur Auswahl geeigneter Medien und
Materialien) zu vermitteln.
D Die Validierung nicht-formalen und informalen Lernens
Die methodischen Ansätze zur Validierung nicht-formalen und informalen Lernens in

Österreich befinden sich noch in einem frühen Entwicklungsstadium. Nur in geringem Ausmaß
finden Methoden Anwendung, die in diesem Bereich entwickelt wurden. Im zuständige
Ressort der Bundesregierung, dem Bundesministerium für Bildung, Wissenschaft und Kultur
(BMBWK), werden derzeit trotz des vorhandenen Bewusstseins über die Relevanz dieser
Problematik, welche in Debatten über das lebenslange Lernen auf EU-Ebene zum Ausdruck
kommt, die Arbeiten nicht voran getrieben.
Für das geringe Vorhandensein von Methoden zur Validierung gibt es mehrere Gründe. So
liegt die berufsbegleitende Fortbildung nicht im Zuständigkeitsbereich des BMBWK. Dies
erklärt auch das Fehlen von Maßnahmen zur Förderung der Validierung nicht-formalen und
informalen Lernens. Durch das duale System in der Berufsaus- und –weiterbildung, das die
Kombination aus betriebsinterner Bildung und Schulbildung vorsieht, werden alternative
Methoden der Anerkennung als überflüssig betrachtet, zumal das Angebot für die meisten
Jugendlichen zugänglich ist und allgemein als Basis für eine solide Berufsausbildung gilt.
Dies steht darüber hinaus im Zusammenhang mit einem Arbeitsmarkt, der sich auf von
Vorschriften geprägte Berufe stützt. Die Berufsbeschreibungen basieren auf Profilen, die
Informationen über die Aneignung erforderlicher Kompetenzen enthalten, üblicherweise auch
Rechte und Pflichten sowie Auskünfte über die Entlohnung. Während sich die Gehälter und
Löhne in der Privatwirtschaft zunehmend an Aufgabenbeschreibungen orientieren, basieren
die Lohnsysteme vor allem im öffentlichen Bereich noch immer auf formalen Qualifikationen.
Sowohl die in der Gewerbeordnung als auch jene im Berufsausbildungsgesetz (Vocational
Training Act) angeführten Berufe bilden die Basis für die Bereiche der Lehrlingsausbildung
(derzeit mehr als 250 Berufe) und den Rahmen für eine rein schulische Berufsausbildung,
wodurch eine Anerkennung der erforderlichen Qualifikationen gewährleistet werden kann.
104
Somit sind sowohl die Sozialpartner als auch der Handel intensiv an der Festlegung von
Ausbildungsstandards in diesem dualen System beteiligt. Sie weigern sich jedoch ihre
Kompetenzen einschränkende Methoden zur Validierung nicht-formale und informalen
Lernens anzuerkennen, um einer möglichen Auflösung des dualen Systems
entgegenzuwirken. Schließlich legt man in Österreich großen Wert auf Abschlusszertifikate
und Diplome, welche von anerkannten Anbietern ausgestellt werden und als Beleg für
berufliche Qualifizierung und Kompetenz dienen. Dies bedeutet, dass andere Zertifikate,
welche durch nicht-formales oder informales Lernen angeeignete Fähigkeiten belegen,
tendenziell mit Skepsis betrachtet werden. Es bleibt jedoch eine Streitfrage, ob nicht-formales
und informales Lernen im österreichischen Lehrlingsausbildungssystem tatsächlich
berücksichtigt wird, wo doch das Lernen am Arbeitsplatz als integraler Bestandteil der
formalen Ausbildung gilt.
Diese Skepsis greift nicht nur dank der aus einer Validierung resultierenden Einschränkung in
der Berufsausbildung um sich, es ist auch zu befürchten, dass sich der Einfluss von
Interessensvertretern auf die Ausbildungsstandards drastisch reduzieren wird. Dies führte
auch dazu, das die drei Hauptinitiativen zur Validierung nicht-formalen und informalen
Lernens aus von der EU finanzierten Projekten hervorgingen und die Beteiligung der
Interessensvertreter auf ein geringes Ausmaß sank.
Im Wesentlichen können wir von zwei unterschiedlichen Validierungsansätzen sprechen.

Einerseits wird lauf einer Anzahl von Bundesgesetzen Wissen anerkannt, das sich Personen
außerhalb formaler Lehrstrukturen als Qualifizierung für die Aufnahme in das formale
Bildungssystem angeeignet haben. Andererseits entwickeln Arbeits- und
Bildungsorganisationen im Rahmen von EU-finanzierten Projekten Methoden zur Validierung.
Interessant in diesem Zusammenhang erscheint die Tatsache, dass zwei dieser Methoden
maßgeschneiderte Ansätze offerieren, welche entweder durch eine besondere Tätigkeit (wie
beispielsweise einer ehrenamtlichen Beschäftigung) erworbenen Fähigkeiten anerkennen
oder bestimmte Fähigkeiten (wie Kommunikationsfähigkeit oder soziale Kompetenz) definiert
werden.
105
CZECH REPUBLIC
Analýza kvalifikacních systému v Ceské Republice
A Analýza národních/regionálních kvalifikacních systému v oblasti strojírenství
A.1 Všeobecné vyšší sekundární vzdelávání
A.1.1 Cíle
Obecné cíle pro jednotlivé typy stredního vzdelávání popisují následující subkapitoly.
.Strední školy poskytují žákum ctyrleté všeobecné vzdelání stejne jako odborná vzdelání s
ruzným zamerením, dle typu studia. Svou vzdelávací cinností rozvíjejí osobnost žáku a
podnecují rust jejich intelektuálních a morálních kvalit. Zajištují rovnež estetickou, zdravotní,
telesnou a ekologickou výchovu žáku. Absolventi stredních škol jsou pripraveni pracovat v
nejruznejších sektorech národního hospodárství: prumysl, zemedelství, správa, kultura,
zdravotnictví a sociální služby. Rovnež pripravují studenty na další studium. Studium na
strední škole je zakonceno maturitní zkouškou. Maturitní vysvedcení je osvedcení o ukoncení
úplného stredního odborného vzdelání. Jedná se o odbornou kvalifikaci v dané oblasti a je
zároven jedním z predpokladu pro prijetí na vyšší vzdelávací instituci.
Strední odborné školy svým žákum poskytují soubežne všeobecné vzdelání a široce
koncipované odborné vzdelání odpovídající studijnímu oboru. Svou vzdelávací cinností
rozvíjejí osobnost žáku a podnecují rust jejich intelektuálních a morálních kvalit. Zajištují
rovnež estetickou, zdravotní, telesnou a ekologickou výchovu žáku, umožnují též výchovu
náboženskou.
Strední odborná ucilište svým žákum soubežne poskytují všeobecné a odborné vzdelání
odpovídající oboru prípravy. Výrazný podíl je pritom venován odbornému výcviku, ve kterém
si žáci osvojují praktické dovednosti potrebné k výkonu povolání. Svou vzdelávací cinností
rozvíjejí osobnost žáku a podnecují rust jejich intelektuálních a morálních kvalit. Zajištují
rovnež estetickou, zdravotní, telesnou a ekologickou výchovu žáku. Studenti získají kvalifikaci
k vykonávání cinností v ruzných oblastech a jsou taktéž pripraveni na další vzdelání (vyjma
dvouletých nástavbových kurzu). Ukoncením úplného stredního odborného vzdelání jsou žáci
také pripravení ke studiu na vyšších vzdelávacích institucích.
A.1.2 Typy institucí

Vyšší sekundární vzdelávání uskutecnují dva druhy škol: predevším jsou to strední školy;
malá cást žáku se vzdelává v konzervatorích.
Mimo již zmínené školy, zde existují také ucilište, která však nepatrí do kategorie "strední
školy". Tato ucilište poskytují vzdelávání z ruzných oboru predevším pro žáky, kterí ukoncili
povinné školní vzdelání v rámci 9 let základní školy, z nichž také mnozí nedokoncili devátý
školní rok základní školy. Výuka v techto centrech je ukoncena absolvováním záverecné
zkoušky.
Na základe specializace v ruzných oborech se strední odborné školy rozdelují na prumyslové

školy (napr. zamerení strojírejnské, stavební, chemické a elektrotechnické ), obchodní
akademie, strední zemedelské školy, strední lesnické školy, strední zdravotnické školy,
strední pedagogické školy atd.
106
Presné rozdelení však patrí spíše do minulosti, nebot nyní nabízí málokterá škola vzdelání
pouze v jednom oboru. Stále vice nabízí instituce prehršel nejruznejších vzdelávacích
programu. Školy pak mohou poskytovat vzdelávání na ruzných úrovních a k tomu ješte v
jednom ci vice oborech. Záleží pak na kapacitách, zamestnancích a vybavení dané školy.
Konzervator je speciálním typem strední odborné školy, na níž lze získat úplné strední
odborné vzdelání a/nebo vyšší odborné vzdelání v oboru umení: bud obory tanec (osmileté
studium) nebo zpev, hudba a hudebne dramatické umení (šestileté studium). Behem nižších
rocníku osmiletého studia na konzervatori musí žáci soucasne uzavrít povinnou školní
docházku.
Strední odborná ucilište se již nerozlišují na další typy. Prestože nekteré z techto škol nabízí
teoretickou výuku a k tomu ješte praxi a širokou paletu dalších aktivit a jiné školy se soustredí
pouze na teoretickou výuku, není další rozdelení škol možné. Pro praktickou výuku (praxi) je
zapotrebí urcitých zarízení, nekteré školy takováto zarízení nemají a tudíž to žákum nenabízí.
V takovém prípade se mohou žáci obrátit na strediska praktického vyucování a nebo na
pracovište praktického vyucování – puvodne založeno velkými firmami, pozdeji privátní.
Strední odborné školy poskytují vzdelávání v 90 hlavních oborech ctyrletého studia a ve vice
než 20 hlavních studijních oborech tríletého studia. Strední odborné školy mohou otevrít i
nové obory, pokud jsou schváleny Ministerstvem školství. Obory jsou vetšinou tématicky velmi
podobné.
Studijní obory na stredních odborných školách se delí na následující skupiny v rámci tech
nejduležitejších oboru:
? ekologie a ochrana životního prostredí

? hornictví a hornická geologie, metalurgie a slévárenský prumysl
? strojírenství a strojírenská výroba
? elektrostrojírenství, telekomunikace a výpocetní technika
? technická chemie a chemie silikátu
? potravinárský prumysl a potravinárská chemie
? atd. (22 dalších sektoru)
Evidenci a schvalování vzdelávacích programu provádí Ministerstvo školství, mládeže a

telovýchovy.
Strední odborná ucilište nabízejí vice než 43 dvouletých, zhruba 120 tríletých a približne 40
ctyrletých ucebních oboru. Vetšina oboru trvá tri roky. Strední odborná ucilište mohou nabízet
i další obory, pokud jsou tyto schváleny Ministerstvem školství.
Ucební obory jsou rozdeleny do skupin podle hlavních sektoru a to stejným zpusobem, jako je
tomu i u stredních odborných škol.
Evidenci a schvalování vzdelávacích programu provádí Ministerstvo školství, mládeže a

telovýchovy.
107
A.2 Další vzdelávání a príprava mládeže a dospelých
A.2.1 Obecné cíle
Vzdelávání dospelých organizované školami se snaží poskytnout druhou šanci lidem, kterí ji
potrebují. Je zde poskytována výuka až do urcité úrovne, se stejnými cíly jako je tomu u
denního studia. Rozhodující pocet osob se vzdelává na úrovni ISCED 3A a 4 (predevším v
odborných, nikoli ve
všeobecných smerech) a ISCED 5. Je to proto, že prevážná cást mládeže povinné vzdelávání
úspešne dokoncuje, takže pocet tech, kdo se na úrovni ISCED 2 vzdelávají v rámci druhé
šance, je nepatrný. Úroven ISCED 3C byla vždy široce dostupná, takže pocet tech, kdo se na
této úrovni vzdelávají v rámci druhé šance, je rovnež nevýznamný. Po získání stredního
vzdelání s výucním listem (ISCED 3C) lze nástavbovým studiem v návazném oboru zvýšit
svou kvalifikaci a dosáhnout stredního vzdelání s maturitní zkouškou (je razeno na úroven
ISCED 4A). Toto vzdelávání organizují strední školy, které v príslušném oboru poskytují
strední vzdelání s maturitní zkouškou.
Rekvalifikacní vzdelávání je jedním z nástroju aktivní politiky zamestnanosti. Obecne je

zamereno na prizpusobování pracovní síly zmenám pracovního trhu, tedy na získání nové
kvalifikace nebo na zvýšení, rozšírení, prohloubení ci obnovení kvalifikace stávající. V
rekvalifikacním vzdelávání prevažují jako cílová skupina nezamestnaní, v tom prípade je
obecným cílem zamestnatelnost, konkrétním cílem príprava na zastávání urcité práce nebo
osvojení urcité dovednosti požadované pracovním trhem.
Rozlišujeme tyto dva typy rekvalifikace:
? za úcelem získání nové kvalifikace

? ra úcelem rozšírení dané kvalifikace
Specifická opatrení pro mládež, popr. pro podskupinu cerstvých absolventu, pro ty, kterí se
vracejí do zamestnání po prestávce zpusobené materstvím ci jinými duvody, a motivacní
opatrení k dalšímu vzdelávání jsou v pocátcích. Od zacátku roku 2004 zahájily všechny úrady
práce realizaci programu ''První príležitost'' urceného pro mladé uchazece o zamestnání do
25 let veku pred dosažením 6 mesícu jejich nezamestnanosti a programu ''Nový start'' pro
dospelé uchazece nad 25 let, pred dosažením 12 mesícu jejich nezamestnanosti.
Resortní vzdelávání s vysokou mírou závaznosti, popr. s pravidelným prezkušováním pro

urcité pracovníky je typické pro nekteré oblasti lidské cinnosti, v nichž je nutno prubežne
zavádet inovace (tradicní je napr. v lékarství a ve zdravotnictví vubec a v rade technických
profesí), nebo pro nekteré zamestnavatele (ve školství, v soudnictví, v bankovnictví, ve
verejné správe). V oblasti bezpecnosti práce a protipožární ochrany se povinne uskutecnuje
obecné školení napríc resorty a dále školení speciální v nekterých profesích, napr.
technických.
Podnikové/firemní vzdelávání smeruje ke kvalitnejšímu zajištení stávajících nebo

kvalifikovanému zajištení nových úkolu organizace. Bývá hierarchicky cleneno (pro
management a pro radové zamestnance).
Neprofesní vzdelávání je prevážne neformální a napomáhá adaptaci obcanu na historické a

spolecenské zmeny (napr. na vstup do Evropské unie).
108
A.2.2 Typy institucí
Vzdelávání dospelých poskytují:
? školy [vcetne vysokých škol] a vzdelávací instituce, které nabízejí vzdelávání na urcité
úrovni a organizují ruzné kurzy, vcetne rekvalifikacních;
? firmy/organizace (podniky, instituce, orgány státní správy), které poskytují vzdelávání
? predevším pro své zamestnance, a to bud prostrednictvím vlastních vzdelávacích
institucí ci
? vlastních lektoru, nebo (prevážne) nákupem tohoto vzdelávání u specializovaných
institucí (škol, neziskových ci komercních organizací), popr. zajištením externích
lektoru;
? neziskové organizace: resortní vzdelávací instituce, nadace, organizace, politické
strany, kulturní instituce (muzea, galerie, vzdelávací organizace zrízené jako obecne
prospešné spolecnosti;
? komercní vzdelávací instituce; na komercním základe mohou v oblasti vzdelávání
dospelých pusobit i školy.
Ve všech uvedených typech prevažují malé instituce.
Obecne nelze typ instituce spojovat s orientací na urcitý obor. Výjimku predstavují školy, které
v dalším vzdelávání zpravidla setrvávají u svého oborového profilu, a odvetvové ci profesní
instituce.
Zvláštní skupinu institucí predstavují rekvalifikacní zarízení, tzn. instituce, které získaly
akreditaci Ministerstva školství, mládeže a telovýchovy pro další vzdelávání. Patrí k nim:
? zarízení, která jsou akreditována jako instituce (akreditovaná zarízení),

? vzdelávací nebo zdravotnická zarízení, která mají akreditované rekvalifikacní
vzdelávací programy,
? ke vzdelávání urcené útvary zamestnavatelu.
Významnou roli v organizaci, orientaci (a financování) cásti dalšího vzdelávání hrají úrady
práce. I firmy a školy mohou zajištovat vzdelávání na základe dohod s úrady práce a za jejich
financního prispení.
Na péci o rozvoj vzdelávání dospelých a na jeho koordinaci se podílejí dobrovolná nevládní ci

mezinárodní sdružení, napr.:
109
B
Screening profesí v oblasti strojírenství
Czech denomination English translation
Metall processing - Apprenticeship
hutník neželezných kovu metallurgist (nonferrous metallurgy)

hutník ocelár metallurgist (iron metallurgy)
hutník vysokopecar metallurgist - furnaceman
kovár smith
tavic melter
zušlechtovac kovu
klempír tinsmith
nástrojar toolmaker
soustružník kovu metal-turner
strojní zámecník engine locksmith
tažec
valcír kovu metal roller
vrtar drill man
brusic kovu metal grinder
umelecký kovár a zámecník artistic smith and locksmith
umelecký kovolijec a cizelér artistic metal-founder and metal chaser
automechanik car mechanic
dulní zámecník locksmith -> mining industry
frézar miller
galvanizér
hodinár watchmaker
chemik výroby neželezných kovu
chirurgický nástrojar
instalatér plumber
izolatér
karosár car body mechanic
konzervár
lodní strojník ship engineer
mechanik mechanician
mechanik bánské záchranné služby
mechanik geologicko-pruzkumných zarízení
mechanik chladírenských zarízení
mechanik hudebních nástroju
mechanik motorových lokomotiv a motorových
vozu
mechanik opravár mechanician - serviceman
mechanik optických prístroju
mechanik polygrafických stroju
montér anténních zarízení
montér bleskosvodu lightning conductor engineer
110
montér kabelových telekomunikacních sítí
montér kotlár
montér nadzemních telekomunikacních sítí
montér ocelových konstrukcí
montér potrubár
montér tocivých stroju
montér výtahu
montér vzduchotechniky
zámecník montér
nožír cutler
zámecník zemedelských stroju
pasír
potrubár pipe fitter
provozní zámecník
rytec kovu metal engraver
serizovac
slévac founder
smaltér
stavební klempír
stavební zámecník
obsluha stavebních stroju
strojník sklárských zarízení
strojvedoucí engine-driver
tratový strojník
umelecký pasír
umelecký pozlacovac
umelecký štukatér
strojní výrobce sklenené bižuterie
zámecník kolejových konstrukcí
zámecník kolejových vozidel
zlatník a klenotník goldsmith and jeweller
zlatotepec goldbeater
mechatronik mechatronician
mechanik a operátor NC stroju a
prumyslových robotu
puškar gunmaker
Building sector
stavební klempír metal worker
Electric engineering
elektromechanik electrician /
Elektromechaniker
hodinár watchmaker
letecký mechanik aircraft mechanic /
Flugmechaniker
111
lodní strojník engineer/greaser /
Schiffmechaniker
mechanik mechanic / Mechaniker
mechanik chladírenských zarízení
Kühlmechaniker
mechanik hudebních nástroju Mechaniker -
Musikinstrumente
mechanik motorových lokomotiv a motorových
vozu
mechanik opravár mechanic - serviceman
mechanik zarízení pro prenos dat
montér antikorozní ochrany
montér tocivých stroju
montér výtahu Aufzugsmonteur
serizovac setter/monteur
strojvedoucí engine-driver
tratový strojník Eisenbahnmechaniker
zvukar sound engineer
mechatronik Mechatronician / Mechatroniker
112
C
Analýza profesních standartu v rámci popisu profesí
U každé profese zmínené v bodu B existuje také profil obsahující linky k vzdelávacím
narízením a typum zkoušek.
Napr.:
mechanik:
Kdo to je a co delá? Úkolem mechanika je provádet cinnosti prevážne servisního charakteru na technice
z širokého sortimentu prístroju, stroju a zarízení, v nichž má zpravidla významnou funkci elektronika.
Co je náplní jeho práce? Pracovními cinnostmi jsou - sestavování, opravy, zkoušení, serizování a
oživování mechanických stroju a prístroju a laboratorní techniky, regulacní, mericí a registracní
techniky, meridel, rozmnožovací techniky, výpocetní techniky, zdravotní techniky, dálnopisné
techniky, prístroju automatizace a robotizace, promítací a audiovizuáln í techniky (mechanik je
zpravidla specializován na nekterý z uvedených druhu techniky) - zhotovování funkcních vzorku a
prototypu výše uvedených prístroju a zarízení.
V jakém pracuje prostredí? Povolání je vykonáváno v provozech továren, opravárských dílnách i ve

firmách a domácnostech zákazníku. Z nepríznivých projevu pracovního prostredí je treba pocítat v
nekterých prípadech s vyšší hlucností a težko prístupnými objekty práce.
S cím pracuje? Nejpoužívanejšími pracovními prostredky je rucní náradí (šroubováky, kombinacky,

apod.), merící prístroje, zkoušecky, pájky, šikovné ruce.
Jaký by mel být a co by mel znát? Predpokladem pro úspešný výkon povolání je vyucení, technické
myšlení, presnost, rychlost úsudku, zrucnost, schopnost ucit se. Nevhodné pro obcany s vadami horních
koncetin, zvlášte s poruchou jemné motoriky prstu, s postižením centrálního nervstva s poruchou
koordinace, s nadmernou potivostí kuže, zvlášte rukou. Pracovní zarazení je vhodné pro obcany s vadou
pátere.
D
Validace informálního a neformálního vzdelávání
Validace informálního a neformálního vzdelávání je novým tématem pro Ceskou Republiku. V

soucasnosti ješte neexistují žádné systémové dukazy identifikující, urcující a rozeznávající
zkušenosti a kompetence získané informálním a neformálním vzdeláváním a nebo na základe
pracovních zkušeností.
Formální vzdelávací systém a certifikace nejsou spojeny s prubežným ci informálním

vzdeláváním.
Jedná se o hrubý nedostatek ze strany legislativy co se týce pokracování ve vzdelávání

dospelých.
Chybející komplexní struktura vzdelání a omezená podpora modulárního vzdelávání jsou

dalšími prekážkami co se týce realizace validacního systému.
Soucasne existuje mnoho príkladu s pozitivními zkušenostmi, jak co se týce sumativní, tak
predevším pak formativní validace informálního a neformálního vzdelávání na úrovni
113
individuální iniciativy, které podporují sociální instituce, pobocky organizací, regionální autority
a Evropská Unie na bázi projektu.
Avšak verejné autority zacínají uvádet téma validace a rozpoznání informálního a

neformálního vzelávání na programu, což je výsledkem nescetných privátních iniciativ a
projektu.
Všeobecne vzato lze ríci, že je ceský pracovní trh spíše liberální z hlediska požadovaných
kvalifikací k vykonávání zamestnání.
Vyjma profesí a trhu, které jsou rízeny spíše presnými zákony a predpisy, je príjem uchazece
o místo spíše záležitostí jeho/její kompetence, které rozpozná zamestnavatel.
.
Požadavky kvalifikace pri zrízení nového zamestnání se rídí podle povolání, která jsou
ošetrena ruznými zákony a predpisy. Co se týce pruzkumu mezi zamestnavateli, dávají tito
vetšinou prednost informálním/klícovým kompetencím a zkušenostem (napr. komunikace,
schopnost vedoucí funkce, týmový duch…) pred formální kvalifikací.
Od pocátku transformacního období zaznamenal ceský pracovní trh vysokou úroven profesní
mobility, kde kolem 38% zmenilo své zamestnání nejméne jednou.
Toto by nebylo možné bez rozpoznání informálního a neformálního vzdelávání v pracovním

svete.
Proto je predchozí vzdelání a kompetence pracovních sil v Ceské Republice mnohem vice
rozpoznávána neformálním zpusobem, než via ustanoveným národním systémem validace.
Je nutné také dodat, že požadavky ze strany zákona spojujících mnoho remesel a profesí s
danými kvalifikacemi pusobí mnoho problému v pracovním svete a casto je zde jakýmsi
zadostiucinením zamestnání osoby, jejíž kvalifikace odpovídá požadavkum.
Do té doby, než bude existovat prístupný a flexibilní systém validace predchozích vzdelávání,
bude pro zamestnavatele takovýto prístup jednodušším rešením, než doplnování vzdelání a
nebo absolvování mnoha zkoušek za úcelem úplné kvalifikace.
Urcení kompetencí v pracovním svete záleží na vuli zamestnavatele a interních pravidlech a

postupech ve firme, pokud to daný sektor nevyžaduje jinak. Stejne tak je tomu i u urcování
znalostí a zkušeností požadovaných v rámci CVT vzdelávání, které porádají zamestnavatelé a
nebo kterých se kandidáti úcastní z vlastního zájmu, ci pokud se jedná o postup urcité
vzdelávávací instituce.
114
ITALY
MA 1 - Analisi dei sistemi delle qualifiche
PRODOTTO 1
Analisi del sistema delle qualifiche in Italia
7
Negli ultimi anni (a partire dal 2000 ) il sistema scolastico italiano, con particolare riferimento
all’istruzione secondaria, è stato più volte modificato e riformato, tanto che un importante
dibattito è ancora in corso dal momento che la maggioranza al governo è appena cambiata
(aprile 2006), evento che probabilmente porterà ulteriori riforme e modifiche. Il dibattito è
soprattutto incentrato sul rapporto tra le competenze delle Regioni e quelle dello Stato,
8
sull'assetto delle scuole del secondo ciclo , sul rapporto tra il canale dell'istruzione e quello
della formazione, con riferimento anche al meccanismo dei passaggi dall'uno l'altro, sulla
precocità delle scelte al termine del primo ciclo e sulla collocazione dell'istruzione tecnica.
Ciò che segue è, pertanto, basato sulla Legge n. 53 del 28 Marzo 2003 e sul Decreto
Legislativo n. 59 del 19 Febbraio 2004, ultima legge approvata, che ha introdotto l’obbligo
9
scolastico fino ai 14 anni e l’obbligo formativo fino ai 18 anni . I giovani devono quindi
completare l’educazione obbligatoria nell’ambito del sistema di istruzione secondaria (si veda
il paragrafo A.1), dell’apprendistato oppure del sistema di istruzione e formazione
professionale (si veda il paragrafo A.2).
A
Analisi dei sistemi di qualifica Nazionali/Regionali nel settore meccanico
A.1 Istruzione secondaria e post-secondaria

A.1.1 Obiettivi
Istruzione secondaria inferiore
La scuola secondaria di primo grado, attraverso le discipline di istituto, è finalizzata alla
crescita delle capacità autonome di studio e di rafforzamento delle attitudini all'interazione
sociale. La scuola organizza ed accresce, anche attraverso l'alfabetizzazione e
l'approfondimento delle tecnologie informatiche, le conoscenze e le abilità, anche in relazione
alla tradizione culturale e all'evoluzione sociale, culturale e scientifica della realtà
contemporanea. È caratterizzata dalla diversificazione didattica e metodologica in relazione
allo sviluppo della personalità dell'allievo; cura la dimensione sistematica delle discipline;
sviluppa progressivamente le competenze e le capacità di scelta corrispondenti alle attitudini
e vocazioni degli allievi; fornisce strumenti adeguati alla prosecuzione delle attività di
istruzione e di formazione; introduce lo studio di una seconda lingua dell'Unione Europea;
aiuta ad orientarsi per la successiva scelta di istruzione e formazione. Rientra nell’ambito
dell’obbligo scolastico.
Istruzione secondaria superiore di tipo professionale

L'istruzione tecnica ha per fine precipuo quello di preparare all'esercizio di funzioni tecniche e
amministrative, nonché di alcune professioni, nei settori commerciali e dei servizi, industriale,
delle costruzioni, agrario, nautico e aeronautico. L'istruzione professionale ha per fine quello
di fornire la specifica preparazione teorico-pratica per l'esercizio di mansioni qualificate nei
settori commerciali e dei servizi, industriale e artigiano, agrario e nautico. L'istruzione artistica
7
Si confronti la Legge n. 30 del 10 Febbraio 2000 relativa alla riorganizzazione dei cicli scolastici. Attualmente, la
legge n. 291/2006 (15 Dicembre 2006) ha introdotto l’obbligo scolastico fino ai 16 anni, e conseguentemente nei
prossimi mesi verranno implementate ulteriori modifiche.
8
Per studenti dai 15 ai 19 anni, così come previsto nella Legge n. 53/2003.
9
Si confronti anche la Legge n. 94/1999.
115
ha per fine quello di addestrare al lavoro e alla produzione artistica a seconda delle tradizioni,
dell'industria e delle materie proprie del luogo.
Istruzione Post Secondaria Non Superiore
Corsi di formazione professionale post-secondaria - 2° livello
I corsi di formazione post-secondaria sono finalizzati all'apprendimento di competenze
professionali che implicano un elevato contenuto teorico, tecnico, tecnologico e gestionale,
anche attraverso esercitazioni pratiche e stage in azienda.
Istruzione e Formazione Tecnica Superiore (IFTS )
I percorsi IFTS hanno l'obiettivo di formare figure professionali a livello post-secondario per
rispondere alla domanda proveniente dal mondo del lavoro pubblico e privato, con particolare
riguardo al sistema dei servizi, degli enti locali e dei settori produttivi interessati da innovazioni
tecnologiche e dall'internazionalizzazione dei mercati secondo le priorità indicate dalla
programmazione economica regionale. Dall’anno accademico 2002/2003, sono state definite
46 specializzazioni professionali a livello nazionale.
A.1.2 Tipologie di istituti/scuole

Istruzione secondaria inferiore
La scuola secondaria di primo grado ha la durata di 3 anni e, fa parte, unitamente alla scuola
primaria, del primo ciclo di istruzione Non esistono, così come per la scuola dell'infanzia e la
scuola primaria, tipologie diverse di scuola secondaria di primo grado.

Le scuole che appartengono all'istruzione secondaria di tipo professionale sono:
1. gli istituti tecnici Dopo un biennio comune di base, sono divisi, nel triennio, in indirizzi
e specializzazioni;
2. gli istituti professionali Si articolano in un triennio che si conclude con un diploma di
qualifica e in un successivo biennio post-qualifica (4° e 5° anno) che dà accesso
all'università;
3. gli istituti d'arte prevedono un corso di 3 anni diviso in sezioni a seconda delle
lavorazioni artistiche cui è indirizzata la specializzazione.
La Legge n. 53/2003, modifica anche il sistema di istruzione e formazione professionale che
comprende i percorsi individuati dai decreti di attuazione della legge. Tali percorsi
consentiranno di conseguire titoli e qualifiche professionali di differente livello e, se di durata
almeno quadriennale, di accedere all'università, previa frequenza di apposito corso annuale.
La scelta tra i due sistemi, che viene compiuta al termine della scuola secondaria di primo
grado, non è però irreversibile in quanto è previsto un meccanismo di "passerelle".
La legge dà, inoltre, agli studenti dai 15 ai 18 anni, la possibilità di frequentare, attraverso
l'alternanza di periodi di studio e di lavoro, corsi di 2° grado, sotto la responsabilità
dell'istituzione scolastica o formativa sulla base di convenzioni con imprese o associazioni di
categoria, enti pubblici o privati, ovvero di frequentare negli istituti di istruzione e formazione
professionale corsi integrati che prevedano piani di studio progettati d'intesa tra i due sistemi.
Ma il tutto avrà effetto dal 1° settembre 2007.

Sono organizzati dalle Regioni e gestiti o direttamente dalle stesse Regioni oppure, e ciò
capita più spesso, dalle amministrazioni provinciali o comunali per delega delle Regioni. I
corsi durano 6-12 mesi possono essere rivolti ai giovani che hanno conseguito la licenza di
scuola secondaria superiore e che non sono più soggetti all'obbligo formativo e che intendono
conseguire una qualifica di secondo livello.

Le figure professionali vengono delineate in base alla classificazione dell'ISTAT relativa alle
professioni tecniche e a quella ATECO relativa ai settori di attività economica. Le figure
116
delineate sono quindi collocabili ciascuna in diverse aree professionali, all'interno delle quali è
possibile delineare specifici percorsi di evoluzione professionale. Sono state definite, a livello
nazionale, 46 figure professionali, per ciascuna della quali è stato definito il settore economico
di riferimento, le caratteristiche e le attività professionali fondamentali a livello nazionale. Tali
figure sono individuate a partire dalle scelte compiute dalle Regioni e dalle Province
autonome nella precedente fase sperimentale, in relazione ai risultati delle ricerche sui
fabbisogni formativi e in base al lavoro svolto dai Comitati di settore appositamente costituiti
dal Comitato nazionale (Agricoltura, Ambiente, Edilizia, Industria e Artigianato, Servizi sociali,
Servizi assicurativi, Trasporti, Turismo, ICT). Ciascuna delle figure professionali a banda larga
può essere declinata in più profili professionali regionali in modo tale da garantire la
rispondenza tra i corsi e le effettive esigenze del mondo del lavoro della Regione. Le Regioni
e le Province autonome possono promuovere progetti pilota riferiti a figure professionali non
previste a livello nazionale corrispondenti a documentati fabbisogni dei mercati territoriali del
lavoro. I percorsi IFTS sono progettati e gestiti da almeno quattro soggetti formativi: la scuola,
la formazione professionale, l'università, l'impresa o altro soggetto pubblico o privato, tra loro
associati con atto formale, anche in forma consortile.
A.1.3 Indirizzi scolastici e formativi specifici per il settore meccanico

Gli indirizzi principali relativi al settore meccanico negli Istituti tecnici sono i seguenti, tutti di
durata quinquennale:
? Industriale - specializzazioni: meccanico, elettrotecnico, elettronico, fisico industriale,
chimico, tessile, ecc.;
? Nautico - specializzazioni: macchinista, costruttore.
Per quanto riguarda gli Istituti professionali, gli indirizzi relativi al settore meccanico, tutti di
durata triennale, sono i seguenti:
? Settore agrario - Indirizzi: agrario e agro-industriale;
? Settore industria e artigianato - Indirizzi: edile, meccanico-termico, elettrico-
elettronico.
Dopo il triennio di specializzazione, possono essere istituiti corsi biennali atti a consentire una
formazione culturale e applicativa di livello di scuola secondaria superiore che porta
all’acquisizione di un diploma.

L’offerta formativa di questi percorsi è piuttosto ampia e diversificata da Regione a Regione, in
quanto, come già detto, questi corsi sono organizzati e gestiti direttamente dalle Regioni e
dalle Province.
La Regione Emilia Romagna offre le seguenti specializzazioni nell’ambito del settore
meccanico: Disegnatore meccanico, Progettista meccanico, Tecnico dell’automazione
industriale, Tecnologo di prodotto/processo nella meccanica.
La Regione Toscana offre le seguenti specializzazioni nell’ambito del settore meccanico:
Tecnico qualificato di produzione, Tecnico qualificato per la manutenzione di aeromobili,
Tecnico qualificato per la micromeccanica di precisione, Tecnico qualificato in termotecnica e
coordinamento di cantiere termoidraulico, Tecnico lavorazione orafa.

I percorsi IFTS si riferiscono a figure professionali per le quali occorre una formazione a livello
post-secondario.
Le figure professionali relative al settore meccanico sono le seguenti: tecnico superiore di
disegno e progettazione industriale, tecnico superiore di produzione, tecnico superiore di
industrializzazione del prodotto e processo, tecnico superiore conduzione/manutenzione
impianti, tecnico superiore di automazione industriale.
117
A.2 EDUCAZIONE E FORMAZIONE CONTINUA DEI GIOVANI USCITI DAL SISTEMA DI
ISTRUZIONE E DEGLI ADULTI
Cambiamenti civili, sociali ed economici, così come il progresso tecnologico, richiedono la

promozione di una educazione e formazione continua, nella logica della formazione lungo
tutto l’arco della vita. Per quanto riguarda i giovani, i principali sforzi sono stati indirizzati a
combattere l’abbandono scolastico, un fenomeno che colpisce soprattutto nell’eta successiva
all’obbligo scolastico. Al fine di ridurre il più possibile il cosiddetto fenomeno dei dropouts, è
stato introdotto l’obbligo formativo fino ai 18 anni di età, così come spiegato all’inizio di questo
capitolo. Pertanto, i giovani devono assolvere tale obbligo nell’ambito del sistema di istruzione
secondaria (si veda il paragrafo A.1), dell’apprendistato oppure del sistema di istruzione e
formazione professionale, trattata in questo paragrafo, unitamente all’educazione degli adulti.
A.2.1 Obiettivi
Corsi di formazione professionale – 1° livello
I corsi di formazione professionale (di 1° livello) sono finalizzati all’apprendimento di
specifiche competenze professionali di carattere teorico e pratico, anche attraverso
esercitazioni pratiche e stage in azienda. Hanno durata biennale, sono articolati in cicli
certificabili, sono caratterizzati da moduli di accoglienza, orientamento e accompagnamento e
dalla possibilità di un terzo anno al termine del quale viene rilasciato un certificato di
specializzazione. La struttura di tali corsi dovrà però essere rivista alla luce della più recente
legislazione attualmente in fase di riforma.
Attualmente, questi corsi sono organizzati e gestiti direttamente dalle Regioni/Province, e
l’offerta formativa risulta piuttosto ampia e diversificata da regione a regione.

Gli obiettivi generali dei Centri Territoriali Permanenti sono l’innalzamento del livello di
istruzione, attraverso l’acquisizione della cultura e delle correlate capacità comunicative,
dando la possibilità di ampliare lo spazio linguistico, comunicativo e culturale dell’individuo,
nonché il recupero e lo sviluppo di competenze culturali e relazionali idonee ad assicurare una
piena partecipazione alla vita sociale.
Questi obiettivi vengono perseguiti attraverso forme organizzative e programmi differenziati a
seconda del tipo e delle esigenze della utenza e, quindi, tenendo conto del livello di
alfabetizzazione, dello stato di occupazione e di disoccupazione, della provenienza geografica
sia nazionale che regionale, in particolare extracomunitaria.
Apprendistato
Il Decreto Legislativo 276/2003 di riforma del mercato del lavoro ha disciplinato ex novo
l’apprendistato, prevedendo tre diverse ipotesi:
? l’apprendistato per l’espletamento del diritto-dovere di istruzione a
formazione ai sensi della legge 53/2003, finalizzato all’acquisizione di un
titolo di studio e all’assolvimento dell’obbligo formativo attraverso lo
strumento dell’alternanza scuola-lavoro;
? l’apprendistato professionalizzante, finalizzato non al conseguimento di
un titolo di studio o di una qualifica professionale, ma all’accrescimento
delle capacità tecniche dell’individuo al fine di farlo diventare un
lavoratore qualificato;
? l’apprendistato per l’acquisizione di un diploma o per percorsi di alta
formazione, finalizzato alla acquisizione di un titolo di studio secondario,
laurea o specializzazione tecnica superiore (IFTS).
I contenuti della formazione esterna includono competenze e conoscenze trasversali,

tecniche, scientifiche ed operative, che differiscono a seconda dei profili professionali.
In alcuni settori (costruzioni, servizi, turismo), gli obiettivi formativi dei contenuti professionali
dei percorsi sono stati definiti da parte di gruppi di esperti di settore. Il documento prodotto
118
identifica le competenze professionali che ciascun gruppo deve acquisire al termine del
percorso formativo esterno all’azienda, e che rappresentano gli obiettivi formativi che tali
percorsi esterni devono raggiungere. Per ciascun gruppo di profili professionali vengono
indicati le qualifiche del sistema dell’istruzione/formazione considerate idonee. Tali qualifiche
possono essere considerate nei contratti collettivi nazionali al fine di prevedere una riduzione
della formazione esterna.
I contenuti dei moduli supplementari per gli apprendisti che devono assolvere all’obbligo
formativo riguardano tre tipologie di competenze: a) competenze linguistiche; b) competenze
matematiche; c) competenze informatiche.
A.2.2 Tipi di istituti/scuole

I corsi di formazione professionale (di 1° livello) sono rivolti a giovani tra i 15 ed i 18 anni di
età ed agli adulti, rientrano nell’ambito delle competenze e responsabilità delle regioni e sono
normati dalle rispettive legislazioni. E’ importante sottolineare che tutto il sistema della
formazione professionale, nonché tipologie e caratteristiche dei percorsi, saranno
completamente rivisti e riformati alla luce della nuova struttura del sistema di istruzione e
formazione professionale, dal momento che è attualmente in atto una ulteriore riforma.
I corsi rivolti ai giovani durano 2-3 anni, a seconda della regione, mentre quelli rivolti agli adulti
durano1 anno.

I CTP sono rivolti ai giovani a partire dai 15 anni di età ed agli adulti, e rientrano nell’ambito
delle competenze e responsabilità dello Stato, essendo regolati da decreti ministeriali.
I Centri Territoriali Permanenti si configurano come strutture preposte sia alla prima
accoglienza, all’ascolto e all’orientamento sia all’alfabetizzazione primaria e funzionale,
all’apprendimento della lingua, oltre che al recupero e allo sviluppo di competenze culturali e
relazionali idonee a una piena partecipazione alla vita sociale.
I Centri territoriali si configurano come centri di servizio del sistema di istruzione e formazione
in età adulta, preposti all’attuazione dell’offerta formativa integrata attraverso accordi di rete
tra scuole di diverso ordine e grado. Essi hanno il compito di coordinare le offerte di istruzione
e formazione programmate sul territorio.
Attraverso l'opera dei coordinatori, intrattengono rapporti con i soggetti pubblici e privati che si
occupano di istruzione e formazione. È da ricordare che i primi interlocutori per
l'organizzazione dei corsi di istruzione per adulti sono state le organizzazioni sindacali;
attualmente i mutamenti intervenuti nell'utenza hanno ampliato il numero degli "interlocutori"
anche agli Enti Locali, Associazioni, Case del Popolo, Parrocchie, ecc.
Apprendistato
Sulla base di quanto previsto dal decreto approvato dal Consiglio dei Ministri del 31/03/2003,
il compito di definire e normare i profili formativi dell’apprendistato finalizzato all’assolvimento
del diritto/dovere all’istruzione e formazione è assegnato alle competenze delle Regioni e
delle province autonome, in accordo con il Ministero del Lavoro e delle Politiche Sociali,
dell’Università e della Ricerca, dopo aver consultato le parti sociali sia datoriali che sindacali.
Le Regioni e Province autonome sono altresì responsabili per la definizione e regolazione dei
profili formativi dell’apprendistato professionalizzante, in accordo con le associazioni datoriali.
Infine, la definizione e regolazione dei profili formativi dell’apprendistato finalizzato
all’acquisizione di un diploma rientra nell’ambito delle responsabilità delle Regioni e, solo per i
profili formativi, in accordo con le locali associazioni datoriali e sindacali, con le università ed
altre agenzie formative.
La formazione relativa alle competenze trasversali e tecnico-scientifiche deve essere
realizzata presso strutture accreditate dalle regioni.
119
A.2.3 Indirizzi specifici per il settore meccanico
Attualmente, questi corsi sono organizzati e gestiti direttamente dalle Regioni/Province, e

l’offerta formative risulta piuttosto ampia e diversificata da regione a regione.
La Regione Emilia Romagna offre le seguenti specializzazioni per il settore meccanico:
Costruttore su macchine utensili, Installatore – montatore di sistemi elettrico-elettronici,
Montatore meccanico di sistemi, Costruttore di carpenteria metallica, Operatore
dell’autoriparazione, Operatore delle lavorazioni di carrozzeria.
La Regione Toscana offre le seguenti specializzazioni per il settore meccanico: Addetto alla
costruzione di strutture di carpenteria, Addetto alle macchine utensili, Addetto alla saldatura,
Addetto carrozziere, Addetto gommista, Montatore manutentore di impianti termofluidici,
Addetto alla conduzione di macchine a controllo numerico, Riparatore di autoveicoli e
autoarticolati.

I Centri territoriali si configurano come centri di servizio del sistema di istruzione e formazione
in età adulta, preposti all’attuazione dell’offerta formativa integrata attraverso accordi di rete
tra scuole di diverso ordine e grado. Essi hanno il compito di coordinare le offerte di istruzione
e formazione programmate sul territorio.
I CTP realizzano le seguenti tipologie di intervento:
- corsi per adulti finalizzati all’alfabetizzazione che si concludono con il rilascio di un attestato
che consente l’iscrizione alla scuola secondaria di primo grado;
- corsi di scuola secondaria di primo grado per adulti (150 ore);
- corsi per adulti negli istituti di istruzione secondaria di secondo grado;
- percorsi di alfabetizzazione funzionale degli adulti;
- percorsi integrati di istruzione e formazione, ferme restando le rispettive competenze statali e
regionali;
- progetti pilota per l’integrazione dei sistemi formativi, nel rispetto delle competenze di ciascun
sistema.
Apprendistato
I percorsi di apprendistato sono organizzati e regolati dalle Regioni, pertanto l’offerta formative
è ampia e diversificata da regione a regione.
La Regione Emilia Romagna offre le seguenti specializzazioni per il settore meccanico:
Costruttore su macchine utensili, Installatore – montatore di sistemi elettrico-elettronici,
Montatore meccanico di sistemi, Costruttore di carpenteria metallica, Operatore
dell’autoriparazione, Operatore delle lavorazioni di carrozzeria, Disegnatore meccanico,
Progettista meccanico, tecnico dell’automazione industriale, Tecnologo di prodotto/processo
nella meccanica.
B
Analisi delle qualifiche nel settore meccanico
B.1 Le qualifiche nel settore meccanico in Emilia Romagna – Italia

La tabella che segue riporta l’elenco delle qualifiche del repertorio della regione Emilia
Romagna che sono state selezionate sulla base dei seguenti criteri:
- focus sulle qualifiche del sistema regionale riconducibili ai livelli 1-4 previsti dall’EQF;
- focus sulle qualifiche del Sistema Regionale dell’Emilia Romagna considerando che:
a. in Italia non esiste un sistema nazionale di qualifiche professionali; un tavolo
istituzionale interregionale di esperti è attualmente all’opera, a livello nazionale, al fine
120
di definire un sistema nazionale delle qualifiche (tale tavolo sarà coinvolto nella
realizzazione del progetto sia in termini di disseminazione che di validazione dei
prodotti e risultati);
b. in Italia le Regioni sono le istituzioni competenti per quanto riguarda l’ambito della
formazione professionale;
c. il Sistema Regionale delle Qualifiche dell’Emilia Romagna può facilmente essere
riferito all’EQF poiché ciascuna qualifica è descritta in termini di “risultati
dell’apprendimento”, di ‘learning outcomes’ (ciò che colui che è in apprendimento sa,
capisce ed è capace di fare, ossia le competenze professionali), come l’EQF
prefigura. Dal momento che le qualifiche sono descritte in termini di competenze
professionali di un dato profilo, queste ultime rappresentano gli obiettivi formativi dei
percorsi e divengono il riferimento per i processi di certificazione;
d. il Sistema Regionale di Qualifiche della Regione Emilia Romagna fa altresì riferimento
alla classificazione ATECO, che rappresenta la classificazione italiana delle attività
economiche (NACE – Nomenclature générale des activités économiques);
e. focus sulle due seguenti aree professionali: “Progettazione e produzione meccanica
ed elettromeccanica“ e “Autoriparazione”, così come concordato con la Regione
Emilia Romagna.
Qualifiche Riferimento Riferimento codici

Professioni ISFOL ISTAT
NOME IN ITALIANO NOME IN INGLESE

Costruttore di carpenteria Saldatore 6.2.1.2 Salatori e tagliatori a
metallica Metal worker fiamma
Montatore/Installato 7.2.1.1. Operai addetti a
Costruttore su macchine re macchine utensili automatiche
utensili Machine tool operator e semiautomatiche industriali
Disegnatore 3.1.2.6. Disegnatori industriali
progettista con ed assimilati
Disegnatore meccanico Draughtsman sistemi CAD CAM
Montatore- 7.2.7.2 Assemblatori e
Installatore cablatori di apparecchiature
elettriche
7.2.7.3 Assemblatori e
cablatori di apparecchiature
Installatore – montatore di Installer-erector-assembler elettroniche e di
sistemi elettrico-elettronici electrical and electronic systems telecomunicazioni
Operaio alle 7.2.7.1 Assemblatori in serie
macchine utensili di parti di macchine
7.2.7.4 Assemblatori in serie
di articoli vari in metallo, in
gomma e in materie plastiche
7.2.7.9 Altri operai addetti
all’assemblaggio ed alla
Montatore meccanico di produzione in serie di articoli
sistemi Fitter industriali
6.2.3.1 Meccanici artigianali,
riparatori e manutentori di
Operatore dell’autoriparazione Car mechanic automobili ed assimilati
Verniciatore 7213 Lattonieri, lamieristi e
Operatore delle lavorazioni di assimilati
carrozzeria Carbody mechanic 7142 Verniciatori e assimilanti
Responsabile della 2.2.1.1 Ingegneri meccanici
Progettista meccanico Industrial designer progettazione
Tecnico dell’automazione 7.1.7.1 Conduttori di catene di
industriale Industrial automation technician montaggio
Tecnologo di Technologist for mechanical 3.1.2.1 Tecnici meccanici

prodotto/processo nella product/process 3.1.2.9 Altri tecnici in scienze
121
meccanica ingegneristiche ed assimilati
B.2 Regione Toscana – Repertorio dei profili professionali relativi al settore

meccanico, confrontati con i codici ISFOL
La tabella che segue riporta l’elenco delle qualifiche del repertorio della Regione Toscana che
sono state selezionate sulla base dei seguenti criteri:
f. focus sulle qualifiche del sistema regionale riconducibili ai livelli 1-4 previsti dall’EQF;
g. focus sulle qualifiche del sistema regionale della Toscana considerando che in Italia
non esiste un sistema nazionale di qualifiche professionali (si cfr. l’introduzione al
paragrafo relativo alla regione Emilia Romagna), e in Italia le regioni sono le istituzioni
competenti per quanto riguarda l’ambito della formazione professionale;
h. focus sull’area professionale “Meccanica e metallurgia”;
i. esclusione delle qualifiche che non risultano rilevanti in termini di opportunità
lavorative.
NOME IN ITALIANO NOME IN INGLESE Codice

ISFOL
Addetto alla conduzione di macchine a CNC machine operator 0504011
controllo numerico
Addetto alla costruzione di strutture di Metal construction worker 0508081
carpenteria
Addetto alla saldatura Welder 0507231
Addetto alle macchine utensili Machine tool operator 0503011
Addetto carrozziere Vehicle body sheet-metal worker 0509241
Addetto gommista Tyre-shop operator 0509242
Montatore manutentore di impianti Fitter and maintenance operator 0506101

termofluidici thermofluid plant
Riparatore di autoveicoli e autoarticolati Car and truck mechanic
Tecnico lavorazione orafa Goldsmith
Tecnico qualificato di produzione Production engineer 0512162
Tecnico qualificato per la manutenzione di Licensed aircraft engineer 0508262

aeromobili
Tecnico qualificato per la micromeccanica di Micromechanical engineer 0503072
precisione
Tecnico qualificato in termotecnica e Thermal engineer and thermohydraulic 0506102
coordinamento di cantiere termoidraulico construction site manager
122
C
Analisi degli standard professionali utilizzati per la descrizione delle qualifiche
REGIONE EMILIA ROMAGNA

Ciascuna qualifica citata al paragrafo B.1, viene descritta, nel repertorio del Sistema
10
Regionale delle Qualifiche dell’Emilia Romagna, considerando i seguenti standard , come
evidenziato dall’esempio che segue:
- breve descrizione del profilo
- area professionale
- profili collegati – collegabili alla figura
- risultati dell’apprendimento in termini di: unità di competenza e per ciascuna di esse:
competenze, capacità (essere in grado di ), conoscenze (conoscere)
- Indicazioni per la valutazione delle competenze in termini di: oggetto di osservazione,
indicatori, risultato atteso, modalità
- standards e caratteristiche delle attività formative che portano al conseguimento della
qualifica, con particolare riferimento a:
- livello della qualifica
- caratteristiche dei destinatari
- requisiti in ingresso
- durata (in ore)
- indicazioni rispetto alle modalità formative
COST RUT TO R E DI C ARP ENT ERI A MET ALLI CA

Descrizione sintetica
Il Costruttore di carpenteria metallica è in grado di realizzare prodotti metallici finiti,
attraverso tecniche di lavorazione specifiche, utilizzando i macchinari, le attrezzature e gli
utensili propri del taglio, della deformazione, della saldatura e della rifinitura.
Area Professionale
Progettazione e produzione meccanica ed elettromeccanica
Profili collegati – collegabili alla figura

SSiisstteem
maaddiirriiffeerrim
imeennttoo D
Deennoom
miinnaazzio
ionnee
6.2.1.2 Saldatori e tagliatori a fiamma
Sistema classificatorio ISTAT
6.2.1.3 Lattonieri e calderai, compresi i tracciatori
6.2.1.4 Montatori di carpenteria metallica
6.2.1.7 Specialisti di saldatura elettrica ed a norme ASME
621200 Saldatori e tagliatori a fiamma
Sistema di codifica professioni Ministero
del Lavoro 621800 Lastroferratori
4.04.02 Saldatori, tagliatori e assimilati

Sistema informativo EXCELSIOR
4.04.08 Addetti alla finitura di utensili e prodotti metallici
7212 Saldatori e tagliatori
Sistema classificatorio ISCO
7222 Addetti alla costruzione di utensili e prodotti metallici
7224 Finitori di metallo, levigatori e affilatori di utensili
Metalmeccanica
Repertorio delle professioni ISFOL - Saldatore
10
Sistema Regionale delle Qualifiche – SRQ – Regione Emilia Romagna
123
CAPACITÀ CONOSCENZE
UNITÀ DI COMPETENZA
( ESSERE IN GRADO DI) ( CONOSCERE)
? identificare le macchine, le attrezzature e gli utensili da utilizzare nelle diverse
1. Predisposizione fasi di lavorazione e le relative regolazioni
macchinari,
attrezzature ed
utensili per le ? individuare i parametri di funzionamento dei macchinari per la lavorazione dei
lavorazioni dei materiali metallici attraverso la lettura della scheda di lavoro e del disegno
metalli tecnico
? Il ciclo di lavorazione:
? riconoscere la conformità delle operazioni svolte dalle macchine utensili fasi, attività e tecnologie
individuando eventuali anomalie di funzionamento ? Caratteristiche fisiche,
? adottare modalità di riordino della postazione di lavoro e di mantenimento in chimiche, meccaniche e
efficienza dei macchinari tecnologiche dei
materiali metallici
? riconoscere le principali caratteristiche dei materiali metallici da tagliare ? Tipologie e meccanismi
2. Taglio materiali
metallici di funzionamento delle
? adottare strumenti di misurazione al fine di identificare le dimensioni dei materiali
metallici da tagliare rilevandone eventuali anomalie/difettosità principali attrezzature e
macchinari per la
? applicare tecniche di realizzazione del taglio dei materiali metallici con gli lavorazione dei metalli
strumenti appropriati e/o con macchine tradizionali e/o a controllo numerico, nel ? Strumenti di misurazione
rispetto delle procedure di sicurezza dei materiali metallici
? identificare e valutare eventuali anomalie dei metalli tagliati al fine di trascriverle ? Tecniche di taglio metalli
nelle annotazioni di accompagnamento ai pezzi tagliati e/o apportare eventuali ? Tecniche di attrezzeria
interventi correttivi meccanica (foratura,
sbavatura, filettatura,…)
? identificare le caratteristiche dimensionali e funzionali dei materiali da
3. Deformazione / trasformare in base alle indicazioni dello schizzo e/o del disegno ? Tecniche di
saldatura materiali deformazione e
metallici saldatura metalli
? scegliere le macchine e gli utensili di lavorazione per deformare e saldare i
? Tecniche di rifinitura e
materiali metallici in funzione delle loro caratteristiche e proprietà
assemblaggio metalli
? adottare gli strumenti e applicare le tecniche di deformazione e saldatura dei ? Principali strumenti e
materiali metallici nel rispetto delle procedure di sicurezza supporti informatici
? Principali funzionalità
? rilevare, dalla scheda di lavorazione, gli elementi oggetto del controllo ed degli strumenti di
effettuare le verifiche programmate interazione
uomo/macchina
? riconoscere le caratteristiche dei pezzi lavorati al fine di eseguire l’intervento di
4. Rifinitura ed ? Disposizioni a tutela
rifinitura previsto
assemblaggio pezzi della sicurezza sul
e insiemi metallici lavoro per le lavorazioni
? applicare tecniche di rifinitura e aggiustaggio dei materiali metallici nel rispetto dei metalli
delle procedure di sicurezza
? Fondamenti della
disciplina aziendale del
rapporto di lavoro
? adottare i macchinari e gli utensili necessari al montaggio dei pezzi metallici in
funzione delle loro caratteristiche tecniche, funzionali ed estetiche, nel rispetto
delle procedure di sicurezza
? valutare i prodotti finiti evidenziando eventuali anomalie e difettosità
124
INDICAZIONI PER LA VALUTAZIONE DELLE UNITÀ DI COMPETENZA
UNITÀ DI OGGETTO DI RISULTATO

INDICATORI M ODALITÀ
COMPETENZA OSSERVAZIONE ATTESO
Le operazioni di ? regolazione dei macchinari, Macchinari,

1. Predisposizione predisposizione dei delle attrezzature e degli attrezzature ed
macchinari, macchinari, delle utensili per le diverse fasi di utensili
attrezzature ed attrezzature e degli lavorazione funzionanti, a
utensili per le utensili ? preparazione e allestimento norma ed
lavorazioni dei della postazione di lavoro efficienti
metalli ? esecuzione di manutenzioni
ordinarie
? verifica dello stato e della
funzionalità degli strumenti e
delle attrezzature
Le operazioni di taglio ? misurazione dei metalli da Metalli tagliati
2. Taglio materiali dei materiali metallici tagliare secondo la
Prova pratica in situazione

metallici ? taglio dei metalli scheda di
? rilevazione delle non lavoro in
conformità dei metalli tagliati conformità allo
schizzo e/o
disegno
Le operazioni di ? esecuzione di operazioni di Materiali
3. Deformazione / deformazione/saldatura deformazione e di saldatura metallici
saldatura dei materiali metallici dei materiali metallici trasformati
materiali ? controllo dei pezzi metallici nelle
metallici lavorati dimensioni e
proporzioni
previste
Le operazioni di rifinitura ? esecuzione di lavorazioni di Pezzi ed
4. Rifinitura ed e assemblaggio di pezzi rifinitura dei metalli insiemi
assemblaggio e insiemi metallici ? assemblaggio di pezzi e di metallici rifiniti
pezzi e insiemi insiemi metallici e assemblati in
metallici ? controllo della qualità del conformità alle
prodotto finito specifiche
tecniche
125
COSTRUTTORE DI CARPENTERIA METALLICA
STANDARD
relativi ai corsi finalizzati al conseguimento della Qualifica di
“ COSTRUTTORE DI CARPENTERIA METALLICA”
Questa qualifica può essere considerata sia come qualifica di accesso all’area professionale che come
qualifica di approfondimento tecnico-specializzazione.
Come tale, gli standard professionali possono essere raggiunti sia da persone (giovani-adulte) non in
possesso di conoscenze-capacità pregresse, che attraverso il corso “entrano” in questa area
professionale, che da persone in possesso di conoscenze-capacità di base rispetto all’area, che
attraverso il corso vengono sviluppate/approfondite. Tali conoscenze-capacità possono essere state
acquisite attraverso un percorso di formazione professionale, di istruzione o attraverso l’esperienza
professionale in imprese del settore.
Le durate differenti dei corsi derivano pertanto dalle differenti finalità / tipologie di utenti.
In ogni caso, ai partecipanti in possesso di conoscenze-capacità che corrispondono a contenuti del corso,
vengono riconosciuti i relativi crediti formativi.
La qualifica può essere conseguita attraverso:
? Corsi di 600 ore
Si tratta di corsi finalizzati alla professionalizzazione di giovani che hanno assolto l’obbligo formativo, non
occupati al momento della realizzazione del corso*.
I corsi devono prevedere una quota di ore di stage che può oscillare dal 30 al 40% del monte ore
complessivo.
? Corsi di 600 ore
Si tratta di corsi finalizzati alla professionalizzazione di adulti disoccupati**.

I corsi devono prevedere una quota di ore di formazione realizzate in stage, in laboratorio o
comunque in situazioni che riproducono processi e attività che si verificano nei contesti lavorativi.
Tale quota può oscillare dal 30 al 40% del monte ore complessivo.
La durata definita è da intendersi massima: può diminuire in funzione della caratteristiche dei
partecipanti. Non può comunque essere inferiore alle 400 ore.
? Corsi di 300 ore
Si tratta di corsi finalizzati alla professionalizzazione di giovani-adulti occupati***.

? Corsi di 300 ore
Si tratta di corsi finalizzati alla professionalizzazione di giovani-adulti disoccupati****.

126
NOTE
Per quanto riguarda le categorizzazioni degli utenti per età e per stato occupazionale si fa riferimento a
quanto stabilito nei documenti di programmazione regionale e in particolare al “Complemento di
Programmazione” e relative modifiche.
* Si tratta di corsi finalizzati alla professionalizzazione di giovani che hanno assolto l’obbligo formativo, non
occupati al momento della realizzazione del corso, non in possesso di conoscenze-capacità pregresse
rispetto all’Area Professionale.
** Si tratta di corsi finalizzati alla professionalizzazione di adulti disoccupati , non in possesso di conoscenze-
capacità pregresse rispetto all’Area Professionale.
***Si tratta di corsi finalizzati alla professionalizzazione di giovani -adulti occupati , in possesso di
conoscenze-capacità di base rispetto all’Area Professionale.
****Si tratta di corsi finalizzati alla professionalizzazione di giovani -adulti disoccupati , in possesso di
conoscenze-capacità di base rispetto all’Area Professionale.
REGIONE TOSCANA
Ciascuna qualifica citata al paragrafo B.1, viene descritta, nel repertorio della Regione
Toscana, considerando i seguenti standard, come evidenziato dall’esempio che segue:
- breve descrizione del profilo
- risultati dell’apprendimento in termini di: conoscenze e competenze
- standards delle attività formative che portano al conseguimento della qualifica, con
particolare riferimento a::
- requisiti in ingresso
- criteri per la selezione dei partecipanti
- prospettive occupazionali
- durata (in ore)
- professionalità docente
- Attrezzature e sussidi didattici
ADDETTO ALLA CONDUZIONE DI MACCHINE A CONTROLLO NUM ERICO
Descrizione
E’ una professionalità che opera prevalentemente nel settore della fabbricazione di macchine
ed apparecchi meccanici. Si occupa del montaggio e della preparazione degli utensili utilizzati
dalla macchina e posiziona il pezzo sul quale viene eseguita la lavorazione. Imposta il
computer, verifica il corretto funzionamento del programma, avvia il ciclo di lavorazione, ne
segue il funzionamento ed effettua un primo controllo sul pezzo. Opera con relativa
autonomia, subordinato al tecnico superiore
Conoscenze
Principi base di disegni meccanico; principi di base di elettrotecnica/elettronica; macchine
utensili: tipologie e funzionamento; tecniche di produzione; principi base di logistica
industriale; elementi di programmazione della produzione; principi base di informatica e
linguaggi di programmazione CN; cenni di Computer Integrated Manufacturing (CIM);
contratto di lavoro e principali normative regolanti il rapporto di lavoro; igiene del lavoro,
prevenzione, pronto soccorso
Competenze
Preparazione ed attrezzaggio della macchina utensile in funzione della lavorazione;
manutenzione; posizionamento pezzi; utilizzo del computer e caricamento nastri/floppy;lancio
e controllo del ciclo di lavorazione; diagnosi superficiale di problemi;controllo di qualità dei
prodotti; rapporti interpersonali a monte e a valle e con i livelli di responsabilità; previsione
dell’evoluzione del proprio ruolo professionale
127
Requisiti di ingresso
Istruzione primo ciclo: diploma di scuola secondaria di primo ciclo – coloro che devono
assolvere il diritto-dovere come previsto dalla L.53/2003, devono anche aver frequentato
almeno un anno di percorso di istruzione secondo ciclo; oppure assolvimento di obbligo
scolastico con licenza elementare + esperienza lavorativa triennale
Criteri di selezione
Curriculum studi ed eventualmente esperienze lavorative; valutazione delle motivazioni; test:
doti attentive, precisione, ragionamento logico matematico
Sbocchi occupazionali
Centri di lavoro a CN; officina e industria meccanica
Professionalità docente
Diploma o laurea preferibilmente nel settore industriale; esperti del settore; tutor
Attrezzature e sussidi didattici

Aula attrezzata con lavagna luminosa e a fogli mobili e sussidi audiovisivi e informatici;
laboratorio attrezzato con strumenti e macchina a controllo numerico occorrenti per l’esercizio
della professione
D
Validazione dell’apprendimento acquisito in contesti non-formali ed informali
Tutti gli stakeholders sia sociali che politici, indipendentemente dai rispettivi contesti e mission
istituzionali (Ministeri, Regioni, Sindacati, Associazioni datoriali, Sistema della Formazione
Professionale, Università, Associazioni Giovanili e terzo settore), ormai concordano sulla
necessità di definire un sistema di validazione dell’apprendimento non formale attraverso
formalizzati processi di riconoscimento o procedure di certificazione delle competenze.
Attualmente, comunque, in Italia non è ancora stato implementato nulla di paragonabile

al programma APL inglese, a causa di due diversi fattori. Prima di tutto, devono essere
considerati due fattori storico-culturali: il rilevante valore sia formale che legale delle
qualifiche ottenute attraverso formali percorsi di istruzione, e la tradizionale debolezza
dell’istruzione e form azione breve degli adulti. Il risultato di questa situazione è che il
valore sociale ed economico del sistema della formazione professionale,
indipendentemente dalle formali qualifiche rilasciate, non è per nulla percepito. Inoltre,
la normativa che regola il mercato del lavoro e l’occupazione è principalmente basata
sullo status legale delle qualifiche formali e sul valore giuridico dei titoli dell’istruzione
ed accademici. Un tale fondamentale ruolo del riconoscimento formale viene
ulteriormente rafforzat o dal basso livello di fiducia istituzionale generalizzato a livello
nazionale, soprattutto nel momento in cui sono coinvolte le agenzie formative del
sistema della formazione professionale e le associazioni datoriali.
Il processo che tenta di creare un collegamento tra l’educazione e la formazione formali e

l’apprendimento non formale ed informale in diversi contesti sta attualmente coinvolgendo
molti attori e stakeholders: parti sociali, imprese, associazioni del terzo settore.
Nonostante questo, come risultato della consapevolezza della parte politica rispetto ai principi
fondamentali che stanno alla base della validazione dell’apprendimento non formale, è stato
sottoscritto un rilevante numero di accordi e regole nazionali riguardanti questo tema (IFTS,
Educazione e Formazione degli Adulti, Certificato di Competenze), che sottolineano
l’opportunità e l’importanza della validazione dell’apprendimento non formale, senza però
128
arrivare a definire concretamente un sistema in quanto tale (visto nel suo complesso come
quadro organizzativo e di risorse composto di standards, compiti e fonti di finanziamento).
Può, comunque, essere affermato che esistono diverse interessanti sperimentazioni in questo
contesto, che però rimangono esperienze locali che non costituiscono un vero e proprio
sistema di validazione. Questo è dovuto a due principali elementi:
? la mancanza di standard a livello nazionale relativamente alle qualifiche ed alle

competenze acquisite rappresenta il principale ostacolo all’adozione della diffusa
prospettiva europea sull’apprendimento non formale ed informale;
? in Italia non esistono ancora un concetto ed una definizione comuni della
validazione dell’apprendimento non formale ed informale, e del ruolo che le
istituzioni dovrebbero avere al fine di offrire o legittimare questo tipo di
servizio/opportunità. Da questo punto di vista, la situazione italiana riflette molti dei
punti di discussone ancora aperti a livello europeo relativamente al processo ed ai
documenti sui principi comuni della validazione dell’apprendimento non formale ed
informale.
La Regione Emilia Romagna sta attualmente sperimentando un “Sistema Regionale di

11
Formalizzazione e Certificazione delle competenze - (SRFC) ” che considera non solo le
competenze acquisite in esito a percorsi formativi ma anche quelle acquisite in contesti
informali e non formali. Tale Sistema considera quale oggetto della formalizzazione e
certificazione le “competenze comunque acquisite dalle persone” e considera, quali standard
professionali di riferimento, le competenze presenti nel repertorio del “Sistema Regionale
delle Qualifiche - SRQ” (si veda paragrafo C.). Il Sistema definisce sia le fasi del processo di
formalizzazione/certificazione, sia i soggetti che operano su tale processo.
Il processo è pertanto articolato nelle seguenti fasi:
a. Acquisizione della richiesta di formalizzazione e certificazione
b. Accertamento tramite evidenze
c. Accertamento tramite esame
d. Adempimenti amministrativi collegati al rilascio dei documenti di formalizzazione
certificazione
e. Consulenza individuale,
ed è finalizzato a rilasciare la Scheda conoscenze e capacità, oppure il Certificato di
competenze oppure il Certificato di Qualifica.
I soggetti attuatori di tale sistema saranno i “Soggetti accreditati” del sistema formativo e, in
raccordo con le Amministrazioni provinciali potranno essere valutate iniziative di attivazione
del processo di formalizzazione delle competenze presso i servizi per l’impiego. Possono
gestire il processo anche enti non accreditati che abbiano sviluppato un’attività formativa
correlata agli standard del SRQ ed ottenuto dalla Regione o dalle Province una specifica
autorizzazione alla “formalizzazione e certificazione delle competenze” in esito a tale attività.
11
Cfr. Delibera Giunta Regionale n. 1434 del 12/09/2005; Delibera GR n. 530 del 19/04/2006; Delibera n. 841 del
19/06/2006.
129
SPAIN
AAnálisis del sistema de Cualificación Nacional/Regional en el sector de la Ingeniería
A.1 SECUNDARIA Y POST-SECUNDARIA
A.1.1 OBJETIVOS
- Educación Secundaria Obligatoria. (ESO)
La Educación Secundaria Obligatoria constituye la primera etapa de la Educación Secundaria

y la etapa final de la enseñanza básica. Comprende cuatro años académicos, que se
cursarán ordinariamente entre los doce y los dieciséis años.
La finalidad de la ESO es transmitir a los alumnos los elementos básicos de la cultura,

especialmente en sus aspectos científico, tecnológico y humanístico; afianzar en ellos hábitos
de estudio y trabajo que favorezcan el aprendizaje autónomo y el desarrollo de sus
capacidades, formarlos para que asuman sus deberes y ejerzan sus derechos y prepararlos
para su incorporación a estudios posteriores y para su inserción laboral.
- Ciclos Formativos de Grado Medio (Formación Profesional)
Según establece la Ley Orgánica 5/2002, de las Cualificaciones y de la Formación

Profesional (LOCFP), la Formación Profesional comprende el conjunto de acciones
formativas que capacitan para el desempeño cualificado de las diversas profesiones, el
acceso al empleo y la participación activa en la vida social, cultural y económica. Incluye las
enseñanzas propias de la Formación Profesional inicial; las acciones de inserción y
reinserción laboral de los trabajadores; así como las orientadas a la formación continua en las
empresas, que permiten la
Este Real Decreto dispone que las enseñanzas de Formación Profesional conducentes a
títulos de Técnico y de Técnico Superior tendrán por finalidad:
a. Adquirir la competencia profesional característica de cada título y de las

cualificaciones que lo integren y capacitar para el ejercicio de las actividades
profesionales inherentes a aquéllas.
b. Comprender la organización y características del sector socioproductivo
correspondiente, así como la realidad socioeconómica del territorio de cada
Administración en el que se ubique la actividad de dicho sector, de modo que estas
enseñanzas respondan siempre a las necesidades del entorno.
c. Adquirir las competencias lingüísticas específicas y necesarias para el ejercicio
profesional en idiomas de países de la Unión Europea.
d. Adquirir la competencia requerida para el uso y aprovechamiento de las tecnologías
de la información y la comunicación.
e. Adquirir las competencias para integrarse en equipos de trabajo y los conocimientos
y habilidades necesarios en materia de prevención de riesgos laborales, de acuerdo
con las normas vigentes.
f. Conocer las oportunidades de aprendizaje y los mecanismos de acceso al empleo o
a la reinserción laboral, conforme a las expectativas personales y profesionales, así
como la legislación laboral básica y los derechos y deberes que se derivan de las
relaciones laborales.
g. Fomentar el espíritu emprendedor y proporcionar la formación necesaria para el
desempeño de actividades por cuenta propia y empresarial, en especial en empresas
de economía social.
130
h. Fomentar la formación a lo largo de la vida y motivar futuros aprendizajes a través de
vías formativas que se adapten a las situaciones personales y profesionales de los
ciudadanos.
- Ciclos Formativos de Grado Superior (Formación Profesional)
La Formación Profesional comprende el conjunto de acciones formativas que

capacitan para el desempeño cualificado de las diversas profesiones, el acceso al
empleo y la participación activa en la vida social, cultural y económica.
Dentro los niveles en los que se articula la Formación Profesional Específica, la
Formación Profesional de grado superior es la que se encuadra dentro del sistema de
enseñanza superior español. Este tipo de estudios tiene como principales objetivos:
que los alumnos adquieran la competencia profesional característica de cada título, y
que comprendan la organización y características del sector productivo
correspondiente y los mecanismos de la inserción profesional; que conozcan la
legislación básica, y sus derechos y obligaciones; y que adquieran los conocimientos
y habilidades necesarios para trabajar en condiciones de seguridad y previniendo
riesgos. Por último, se pretende que los alumnos adquieran una identidad y madurez
profesional que les motiven para nuevos aprendizajes y que les permitan adaptarse a
los eventuales cambios en las cualificaciones.
A.1.2 CENTROS DE ENSEÑANZA

- Educación Secundaria Obligatoria. (ESO)
La se imparte en centros de Educación Secundaria, que pueden ofrecer, además de estas
enseñanzas, las de [“Bachillerato”] y las de Formación Profesional Específica. Los centros de
Educación Secundaria pueden ser de dependencia privada o pública. Los centros públicos
que impartan cualesquiera de las enseñanzas de Educación Secundaria se denominan
Institutos de Educación Secundaria.
En general, los centros que ofrecen [“ESO”] deben impartir los cuatro cursos de ésta, con al
menos una unidad por cada curso, y disponer de instalaciones tales como aula taller,
laboratorio de ciencias experimentales, biblioteca, gimnasio, patio de recreo, aula de música,
informática y plástica, así como el resto de espacios pertinentes para las actividades de
docencia, dirección, gestión, etc. Además, se establece un máximo de 30 alumnos por
profesor. Estos requisitos mínimos, de obligado cumplimiento en toda España, son
independientes de la titularidad y del origen de los fondos que sostienen a los centros.
Por otra parte, los espacios de todos los centros escolares en los que se desarrolle la práctica
docente han de tener ventilación e iluminación natural, y disponer de unas condiciones
arquitectónicas que posibiliten el acceso, la circulación y la comunicación de los alumnos con
problemas físicos, de movilidad o comunicación.
- Ciclos Formativos de grado medio (Formación Profesional)
La Formación Profesional Específica de grado medio puede ser ofrecida en centros

dedicados exclusivamente a impartir la Formación Profesional Específica o en centros que
impartan otras etapas, siendo lo más frecuente que estas enseñanzas se oferten junto con la
Educación Secundaria Obligatoria y el Bachillerato en centros que se denominan Institutos
de Educación Secundaria.
Todos ellos han de reunir una serie de requisitos establecidos para todo el Estado, entre los
que cabe destacar que han de ofrecer al menos dos [“ciclos formativos”] y que el número
máximo de alumnos por profesor es de 30.
131
La Ley Orgánica de las Cualificaciones y de la Formación Profesional (LOCFP), aprobada en
2002, establece la consideración de ‘Centros Integrados de Formación Profesional’ a aquellos
que impartan todas las ofertas formativas de formación profesional recogidas en el Catálogo
Nacional de Cualificaciones Profesionales.
La formación profesional específica de grado superior (al igual que la de grado medio), puede
ser ofertada bien en centros en los que se imparte Educación Secundaria Obligatoria o el
Bachillerato, o bien en centros dedicados exclusivamente a impartir estas enseñanzas,
aunque en algunas Comunidades Autónomas se están creando Institutos de Formación
Profesional Específica de grado superior.
A.1.3 ESTUDIOS RELACIONADOS CON LA INGIENERIA MÉCANICA
- Ciclos Formativos de grado medio
La Formación Profesional Específica de grado medio está constituida por ciclos formativos
encuadrados en distintas familias profesionales. Hasta el momento se han definido 22
familias profesionales y un total de 64 ciclos formativos de grado medio. En el siguiente
cuadro se recogen aquellas familias y ciclos formativos relacionados con el sector de la
ingeniería mecánica:
Familia Profesional Ciclos Formativos de grado medio

Fundición
Joyería
Fabricación Mecánica Mecanizado
Soldadura y Calderería
Tratamientos Superficiales y Térmicos
Mantenimiento de Vehículos Carrocería
Autopropulsados Electromecánica de Vehículos
Instalación y Mantenimiento Electromecánico de
Maquinaria y Conducción de Líneas
Mantenimiento y Servicios a la
Mantenimiento Ferroviario
Producción
Montaje y Mantenimiento de Instalaciones de Frío,
Climatización y Producción de Calor
La Formación Profesional comprende el conjunto de acciones formativas que

capacitan para el desempeño cualificado de las diversas profesiones, el acceso al empleo y
la participación activa en la vida social, cultural y económica.
Dentro los niveles en los que se articula la Formación Profesional Específica, la Formación
Profesional de grado superior es la que se encuadra dentro del sistema de
enseñanza superior español. Este tipo de estudios tiene como principales objetivos:
que los alumnos adquieran la competencia profesional característica de cada título, y
que comprendan la organización y características del sector productivo
132
correspondiente y los mecanismos de la inserción profesional; que conozcan la
legislación básica, y sus derechos y obligaciones; y que adquieran los conocimientos
y habilidades necesarios para trabajar en condiciones de seguridad y previniendo
riesgos. Por último, se pretende que los alumnos adquieran una identidad y madurez
profesional que les motiven para nuevos aprendizajes y que les permitan adaptarse
a los eventuales cambios en las cualificaciones.
La Formación Profesional Específica de grado superior, al igual que algunas
enseñanzas de Artes Plásticas y Diseño de grado superior, se organiza en ciclos
Formativos de duración variable (uno o dos años) y encuadrados en distintas familias
profesionales. En el siguiente cuadro se recogen aquellas familias y ciclos formativos
relacionados con el sector de la ingeniería mecánica:
Familia Profesional ciclos Formativos de grado superior

Fabricación Mecánica Construcciones Metálicas
Desarrollo de Proyectos Mecánicos
Óptica de Anteojería
Producción por Fundición y Pulvimetalurgia
Producción por Mecanizado
Mantenimiento de Vehículos Automoción
Autopropulsados Mantenimiento Aeromecánico
Mantenimiento de Aviónica
Mantenimiento y Servicios a la Desarrollo de Proyectos de Instalaciones de Fluidos,
Producción Térmicas y de Manutención
Mantenimiento de Equipo Industrial
Mantenimiento y Montaje de Instalaciones de Edificio y
Proceso
Prevención de Riesgos Profesionales
A.2 FORMACIÓN PROFESIONAL PARA PERSONAS ADULTAS
A.2.1 OBJETIVOS
La educación de las personas adultas, una de las acciones del sistema educativo
encaminadas a hacer efectivo el principio de igualdad de oportunidades, da respuesta a las
necesidades educativas de los ciudadanos, facilitando así el desarrollo integral en los
distintos aspectos de su formación básica, profesional, cultural y personal. S e inspira en el
principio de educación permanente y tiene como finalidad facilitar a estas personas su
incorporación a las distintas enseñanzas del sistema.
La Ley Orgánica de Calidad de la Educación (LOCE), de 2002, contempla la educación de
adultos como una enseñanza normalizada mediante la cual el sistema educativo asume la
respuesta a las demandas de cualificación, actualización, readaptación y promoción
profesional de la población adulta.
Esta ley señala como objetivos de la educación de personas adultas los siguientes: la
adquisición y actualización de la formación básica, facilitando el acceso a los distintos niveles
del sistema educativo; la mejora de la cualificación profesional o la adquisición de la
preparación necesaria para el ejercicio de otras profesiones; el desarrollo de la capacidad
requerida para participar en la vida social, cultural, política y económica; y desarrollar
programas y cursos para responder a determinadas necesidades educativas
específicas de grupos sociales desfavorecidos.
133
El Proyecto de Ley Orgánica de Educación define como finalidad de la educación de
personas adultas el ofrecer a todos los ciudadanos mayores de 18 años la posibilidad
de adquirir, actualizar, completar o ampliar sus conocimientos y aptitudes para su
desarrollo personal y profesional. Para el logro de la finalidad propuesta, las
Administraciones educativas podrán colaborar con otras Administraciones Públicas
con competencias en la formación de adultos y, en especial, con la Administración
laboral, así como con las corporaciones locales y los diversos agentes sociales.
La educación de personas adultas tendrá los siguientes objetivos:
- Adquirir una formación básica, ampliar y renovar sus conocimientos, habilidades y
destrezas de modo permanente y facilitar el acceso a las distintas enseñanzas del
sistema educativo
- Mejorar su cualificación profesional o adquirir una preparación para el ejercicio de
otras profesiones.
- Desarrollar sus capacidades personales, en los ámbitos expresivo, comunicativo, de
relación interpersonal y de construcción del conocimiento.
- Desarrollar su capacidad de participación en la vida social, cultural, política y
económica y hacer efectivo su derecho a la ciudadanía democrática.
- Desarrollar programas que corrijan los riesgos de exclusión social, especialmente de
los sectores más desfavorecidos.
- Responder adecuadamente a los desafíos que supone el envejecimiento progresivo
de la población, asegurando a las personas de mayor edad la oportunidad de
incrementar y actualizar sus competencias.
- Prever y resolver pacíficamente los conflictos personales, familiares y sociales.
Fomentar la igualdad efectiva de derechos y oportunidades entre hombres y mujeres y
analizar y valorar críticamente las desigualdades entre ellos.
A.2.2 CENTROS
Formación profesional para personas adultas
La Ley Orgánica de Calidad de la Educación (LOCE), de 2002, establece que la formación de

personas adultas puede impartirse en centros docentes ordinarios o específicos, públicos o
privados, y en las modalidades presenciales y a distancia. Algunas Comunidades Autónomas
han regulado, además, la existencia de la modalidad semipresencial. Esta modalidad está
dirigida a aquellos que, por diversas circunstancias, presentan dificultades para una
asistencia continuada al centro, apoyándose su aprendizaje en los diferentes medios de
comunicación y en los actos presenciales periódicos para actividades de orientación, tutoría o
prácticas.
Por su parte el Proyecto de Ley Orgánica de Educación establece que cuando la educación
de las personas adultas conduzca a la obtención de uno de los títulos de carácter oficial que
se establecen en la propia Ley, será impartida en centros docentes ordinarios o específicos,
debidamente autorizados por la Administración educativa competente.
La mayoría de los cursos ofertados son realizados por las tardes por lo que es habitual el uso
de los Centros Públicos de Educación Primaria y Secundaria, así como aquellos locales
habilitados por los Ayuntamientos y entidades locales.
134
A.2.3 ESTUDIOS RELACIONADOS CON LA INGENIERIA MÉCANICA
La oferta formativa para los ciclos formativos para adultos en el sector mecánico, solo se
contempla para los Ciclos Formativos de Grado Medio, y no para Ciclos Formativos de Grado
Superior:
Familia Profesional Ciclos Formativos de grado medio

Mecanizado
Fabricación Mecánica Soldadura y Calderería
Carrocería
Mantenimiento de Vehículos Autopropulsados
Electromecánica de Vehículos
B
Análisis de las cualificaciones del sector de ingeniería
B.1 Cualificaciones del sector mecánico en Andalucía-España.
SPAIN NAME ENGLISH NAME

Operaciones auxiliares de fabricación Mechanical manufacturing assitance
mecánica operations
Mecanizado por arranque de viruta Machine tooling

Mecanizado por abrasión, Grinding, electrical discharge
electroerosión y procedimientos machining and special procedure
especiales
Mecanizado por corte y conformado Cutting and shaping machining
Soldadura Welding
Tratamientos superficiales Surface treatment
Diseño de productos de fabricación Mechanical manufacturing design

mecánica
Diseño de útiles de procesado de chapa Tools design for metal-sheet

manufacturing
Diseño de moldes y modelos Casts and models design
Chapista y pintor de vehículos Sheet-metal worker
Mantenimiento de estructuras de Maintenance of bodywork structures

carrocerías de vehículos
Mantenimiento de sistemas de Maintenance of vehicle power
transmisión de fuerza y trenes de transmissions and driveline
rodaje de vehículos automóviles
Mantenimiento del motor y sus sistemas Motors and auxiliary systems
auxiliares maintenance
135
Planificación y control del área de Bodywork area controller
carrocería
C. Análisis de los standards profesionales (descripción de los perfiles profesionales)
Cualificación: Título de técnico en mecanizado.
Links: http://www.mec.es/educa/jsp/plantilla.jsp?id=31&contenido=/formacion-
profesional/catalogo/gm/fabricacion/mecanizado.html&area=formacion-
profesional
Competencia general.
Realizar las distintas operaciones en los procesos de mecanizado, controlando los productos
obtenidos, así como el funcionamiento, puesta en marcha y paradas de equipos,
responsabilizándose del mantenimiento de primer nivel de los equipos, obteniendo la
producción en las condiciones de calidad, seguridad y plazo requeridos
Capacidades profesionales.
- Interpretar planos, especificaciones técnicas, órdenes de fabricación y otras informaciones

asociadas a la producción que le permitan realizar su trabajo con eficacia y seguridad.
- Operar y controlar los distintos equipos, máquinas y herramientas, de forma autónoma y en

condiciones de seguridad, con la técnica adecuada a la producción, atendiendo a prioridades
establecidas y a principios de rentabilidad, calidad y plazo exigidos.
- Analizar las posibles prestaciones de las máquinas y equipos que intervienen en el proceso
de mecanizado, identificando los parámetros de regulación y control, con el fin de obtener el
máximo aprovechamiento de los mismos y proponer posibles mejoras de los procesos
productivos, teniendo en cuenta los parámetros de seguridad y calidad establecidos.
- Responder de la preparación, programación de los equipos de control y puesta a punto y

correcto funcionamiento de máquinas, herramientas y útiles bajo su responsabilidad,
resolviendo las incidencias que surjan en el desarrollo del trabajo y que impliquen la
intervención sobre dichos elementos, teniendo en cuenta, además, los parámetros de
seguridad y calidad establecidos.
- Poseer una visión de conjunto y coordinada de las fases del proceso de fabricación por
mecanizado, comprendiendo la función de los diversos equipos y máquinas, con objeto de
alcanzar los objetivos de la producción.
- Interpretar y comprender la información de los instrumentos de control con el fin de

intervenir sobre la máquina o sistema para obtener el producto dentro de las tolerancias
admitidas.
- Detectar los diferentes defectos obtenidos durante la producción e identificar los parámetros
sobre los que hay que actuar para su corrección.
- Realizar las operaciones de control de calidad en mecanizado, aplicando los procedimientos

establecidos.
136
- Organizar el trabajo de los operarios que forman parte de su equipo, realizando el
seguimiento de la producción y las comprobaciones de las características técnicas de los
productos mecanizados y supervisando las condiciones de seguridad.
- Cumplir su actividad con orden, rigor y limpieza de acuerdo con la documentación e

instrucciones generales recibidas, previniendo los riesgos personales y de grupo derivados
del manejo de máquinas, medios auxiliares y materiales.
- Adaptarse a los diversos puestos de trabajo en relación con el proceso de mecanizado, así
como a nuevas situaciones laborales generadas como consecuencia de los cambios
tecnológicos producidos en la evolución de su profesión.
- Mantener relaciones fluidas con los miembros del grupo en el que está integrado y participar
activamente en la organización y desarrollo de las tareas colectivas para la consecución de
los objetivos asignados, manteniendo una actitud tolerante y respetando el trabajo de los
demás compañeros y subordinados.
- Establecer comunicaciones verbales, escritas o gráficas con otros departamentos para

obtener materia prima necesaria para la producción, así como cursar solicitudes de
reparación de los diferentes medios de producción y control o realización de útiles y
accesorios, utilizando siempre el lenguaje técnico adecuado.
- Administrar y/o gestionar una pequeña empresa o taller de tipo autónomo, en los aspectos
productivo, administrativo, comercial y laboral.
- Ejecutar un conjunto de acciones de contenido politécnico, de forma autónoma, en el marco

de las técnicas propias de su profesión, bajo métodos establecidos.
- Resolver problemas y tomar decisiones individuales, siguiendo normas establecidas o

procedimientos definidos dentro del ámbito de su competencia, consultando dichas
decisiones cuando sus repercusiones económicas o de seguridad sean importantes.
Requerimientos de autonomía en las situaciones de trabajo:
A este técnico, en el marco de las funciones y objetivos asignados por técnicos de nivel
superior al suyo, se le requerirán en los campos ocupacionales concernidos, por lo general,
las capacidades de autonomía en:
- La preparación de máquinas y equipos de mecanizado por arranque de viruta, abrasión,

conformado y especiales.
- La programación y ajuste de variables de mecanizado en máquinas y equipos.
- El mecanizado de piezas unitarias y pequeñas series.
- El mantenimiento de primer nivel de las máquinas y equipos de mecanizado.
- El transporte de materiales y productos necesarios para la realización del mecanizado.
- La comprobación de las características del producto mecanizado.
- La realización de ensayos destructivos y no destructivos.
- La recogida de datos asociados al proceso de mecanizado.
D
Certificación del aprendizaje no-formal e informal.
137
España tiene una actitud favorable hacia la adopción de sistemas y metodologías para validar
el aprendizaje informal. Esta actitud positiva se detecta tanto a nivel público como privado,
existiendo una concienciación generalizada de los efectos positivos que este tipo de
aprendizaje puede tener en ciertos perfiles profesionales.
A lo largo de los últimos años, España ha impulsado iniciativas que buscan el reconocimiento
e incluso la validación del aprendizaje no formal e informal. El impulso de la UE ha sido muy
positivo y varios programas LdV y Grundving (incluido el programa Socrates), han fomentado
la creación de asociaciones e ideas que gradualmente se han ido implantando en España.
Desde el punto de vista de la Administración Pública, la reforma del sistema de formación

profesional ha dado impulso, de forma general, a todo aquello que concierne a las
competencias profesionales y a los trabajadores. La participación de los Agentes Sociales en
las iniciativas públicas en esta línea, tiene un efecto muy positivo facilitando el acercamiento
al mercado de trabajo.
Existe un enorme potencial para la validación del aprendizaje informal y no formal.

Actualmente, la principal iniciativa es una desarrollada dentro del marco de la Ley de
Cualificaciones y Formación Profesional, en la que se desarrolla el Catálogo Nacional de
Cualificaciones.
Las iniciativas desarrolladas en el sector privado son de capital importancia pues resumen el
creciente interés de España por el reconocimiento de las habilidades y competencias que se
han obtenido mediante la formación informal y no formal. Este se debe a la importancia que
se le da a esta cuestión a nivel político europeo y a la existencia de una población importante
que podría beneficiarse del reconocimiento de competencias que no han sido obtenidas
mediante alguno de los procedimientos tradicionales.
138
ROMANIA
Analiza sistemului de calificari din România
A. Analiza sistemului de calificari nationale din domeniul ingineriei
Descrierea sistemului educational de bazeaza pe traducerea informatiilor din baza de date

Eurydice, cu informatii aduse la zi. Proiectul unei noi legi a învatamântului preuniversitar a fost
lansat în dezbatere publica (v. www.edu.ro)
A.1 Învatamântul secundar si post -secundar
Pâna în anul 2003 învatamântul secundar inferior cuprindea doar gimnaziul. (V. 2.4. Structura
generala si momentele esentiale pentru orientarea educationala). Începând cu anul scolar
2003/2004 învatamântul obligatoriu a fost extins la 10 ani. În consecinta, secundarul inferior
include acum gimnaziul, dar si clasele urmatoare, a IX-a si a X-a – ofertate pe doua rute
educationale alternative: ciclul inferior al licelului si “scoala de arte si meserii” (î.p.t.). În noua
structura gimnaziul este consideratca « primul ciclu al secundarului inferior », iar clasele a IX-
a si a X-a (indiferent de ruta educationala) sunt considerate « cel de-al doilea ciclu al
secundarului inferior».
Educatia gimnaziala acopera clasele a V-a – a VIII-a si este oferita elevilor cu vârstele între
10(11) – 14 (15) ani. Aceasta constituie cel de-al doilea nivel al educatiei de baza, urmând
“educatia elementara” dobândita în primele patru clase primare si este oferita, în consecinta,
ca educatie generala sau comprehensiva. Caracterul comprehensive este asigurat prin
structura si cntinutul Curriculumului National: aproximativ 90% din dimpil de predare-învatare
este alocat curriculumului de baza (trunchiul comun).
Învatamântul gimnazial poate fi organizat în diferite tipuri de institutii educationale, dar cel mai
adesea este cuplat cu învatamântul primar în scoli cu clasele I-VIII (aceasta fiind secventa
educatiei obligatorii pâna în anul 2003). În special în zonele urbane pot fi întâlnite scoli care
ofera atât învatamânt primar, cât si secundar (clasele I-XII/XIII) sau doar învatamânt secundar
(clasele V-XII/XIII).
În fiecare judet exista un numar de scoli care ofera programe educationale complementare
sau integrale sportive sau pentru învatamântul vocational (arte). Aceste scoli functioneaza pe
baza unui curriculum care asigura dobândirea atât a finalitatilor educationale generale, cât si a
obiectivelor educationale specifice nivelului respectiv. (v. 5.4.1, Secundarul inferior), respectiv
pregatire sportiva sau artistica intensiva. Numarul de ore pe saptamâna pentru aceste tipuri
de scoli este mai mare decât în cazul programelor obisnuite.
Cu privire la “cel de-al doilea ciclu al secundarului inferior” (clasele a IX-a si a X-a) care au
fost introduce ca parte a învatamântului obligatoriu începând cu anul scolar 2003/2004,
acesta este organizat pe cele doua rute educationale alternative : « ciclul secundar inferior al
liceului » si « scoala de arte si meserii, ruta progresiva (î.p.t.) Vezi 5.5.2, respectiv
Educatia post -secundara, non-tertiara
Educatia post-secundara non-tertiara asigura educatia si formarea profesionala aprofundata

pentru absolventii liceului, pentru obtinerea calificarilor profesionale de nivel 3.
Conform legislatiei în vigoare (Hotarârea de Guvern 721/2004) educatia post-secundara non-

tertiara ofera calificari de nivel 3 în urmatoarele domenii:
139
? Scoala post-liceala:
o Mecanica (7 calificari profesionale);
o Mecatronica si informatica (7 calificari profesionale);
o Electronica (5 calificari profesionale);
o Energetica (4 calificari profesionale);
o Constructii, instalatii, arhitectura si sistematizari (17 calificari profesionale);
o Transporturi (6 calificari profesionale);
o Industria lemnului (5 calificari profesionale);
o Agricultura si alimentatie (8 calificari profesionale);
o Protectia mediului (5 calificari profesionale);
o Servicii (13 calificari profesionale);
o Turism (3 calificari profesionale);
o Textile and pielarie (5 calificari profesionale);
o Procesarea textului si a imaginilor (7 calificari profesionale);
o Economie (7 calificari profesionale);
o Asistenta sociala si pedagogica (7 calificari profesionale);
? Scoala de maistri:
o Mecanica (9 calificari profesionale);
o Electric (5 calificari profesionale);
o Chimie (7 calificari profesionale);
o Mine, petrol and gaze (14 calificari profesionale);
o Energetic (10 calificari profesionale);
o Metalurgic (9 calificari profesionale);
o Matriale de constructii (6 calificari profesionale);
o Constructii montaj (6 calificari profesionale);
o Industria lemnului (8 calificari profesionale);
o Transporturi (5 calificari profesionale);
o Textile - pielarie (7 calificari profesionale);
o Agricultura si alimentatie (13 calificari profesionale);
o Artistic (3 calificari profesionale).
Pentru cele mai multe dintre calificarile profesionale oferite prin scoala post-liceala si prin
toate calificarile oferite prin scoala de maistri durata studiilor este de 2 ani pentru cursurile la
zi. Pentru cursurile serale si pentru educatia speciala (persoane cu cerinte educationale
speciale) durata studiilor este extinsa conform curriculumului cadru stabilit de catre Ministerul
Educatiei si Cercetarii.
Secundarul superior – învatamântul profesional si tehnic
Structura învatamântului profesional si tehnic (î.p.t.)
Parte a învatamântului preuniversitar a carui schimbare recenta rezida în

prelungirea duratei învatamântului obligatoriu la 10 clase, învatamântul
profesional si tehnic este organizat prin trei niveluri educationale:
învatamântul secundar inferior (ultimii doi ani de studiu ai nivelului ISCED 2, parte
a învatamântului obligatoriu)
învatamântul secundar superior (ISCED 3)
învatamânt postliceal (ISCED 4).
În cadrul învatamântului secundar inferior si superior, învatamântul profesional si

tehnic se organizeaza prin doua rute educationale:
ruta liceala sau tehnologica care consta în ciclul inferior (2 ani de studiu) si ciclul
140
superior (2 ani de studiu) al liceului – filiera tehnologica
ruta de profesionalizare progresiva care consta în scoala de arte si meserii (2 ani
de studiu), anul de completare (1 an de studiu) si ciclul superior al liceului (2 ani
de studiu). Scoala de arte si meserii (SAM) este denumirea noului nivel educational
cuprins în învatamântul obligatoriu, care din punct de vedere al calificarii
profesionale înlocuieste scoala de ucenici si scoala profesionala pentru care s-a
organizat scolarizarea pâna în anul 2002-2003.
Din punctul de vedere al nivelurilor de calificare adoptate în România potrivit

Deciziei Consiliului European 85-368-EEC, învatamântul profesional si tehnic
preuniversitar asigura primele 3 niveluri de calificare, dupa cum urmeaza:
nivelul I de calificare prin scoala de arte si meserii;
nivelul II de calificare prin anul de completare;
nivelul III de calificare prin ciclul superior al liceului – filiera tehnologica si prin
învatamântul postliceal.
Sursa: www.tvet.ro (site-ul official al Centrului National pentru Dezvoltarea

Învatamântului Profesional si Tehnic)
? Învatamântul profesional si tehnic le ofera elevilor oportunitatea de a-si continua educatia

generala si de a dobândi în acelasi timp competente profesionale. Mai specific, î.p.t. este
construit ca o ruta având doua scopuri educationale majore, în termeni de rezultate asteptate:
educatia generala – garantând elevilor posibilitatea de a-si continua studiile, si pregatirea
profesionala – garantând elevilor posibilitatea de a dobândi o calificare profesionala. În
consecinta, pe lânga finalitatile generale ale educatiei, asa cum au fost stabilite prin lege,
pentru î.p.t. sunt stabilite urmatoarele finalitati specifice:
? Facilitarea insertiei tinerilor în viata activa (tranzitia de la scoala l alocul de munca) ;

? Cresterea productivitatii muncii si a dezvoltarii economice a tarii;
? Oferirea de oportunitati pentru muncitorii cu nivel de calificare redus de a întelege
evolutia tehnologicasi de a contribui la adaptarea structurilor tehnologice la
schimbarile care au loc în mediul socio-economic ;
? Promovarea democratiei în întreprinderi ;
? Reducerea tensiunilor sociale ;
? Oferirea tinerilor competentele necesare pentru organizarea de activitati
antreprenoriale la propria initiativa, în conformitate cu prevederile legale ;
? Asigurarea mobilitatii si a flexibilitatii pe piata muncii si a conditiilor necesare pentru
re-conversia profesionala ca urmare a schimbarilor generate de cerintele pietei
muncii ;
Curriculumul (curriculumul cadru, programele, manualele, auxialiarele curriculare), si

obiectivele corespunzatoare ale î.p.t. sunt elaborate pe baza “standardelor profesionale”,
construite pe baza unitatilor de competente. În învatamântul profesional si tehnic din România
(care asigura formarea profesionala initiala) curriculumul este modular. Standardele de
pregatire profesionala asigura corespondenta dintre programul de formare si cerintele unuia
sau a mai multor standarde ocupationale. Standardele ocupationale specifica ansamblul
competentelor si nivelurile de performanta cerute pentru a exercita o anumita profesie de pe
piata muncii. Standardul de pregatire profesionala prezinta unitatile de competenta ale
specializarii (care pot corespunde unuia sau mai multor standarde ocupationale) si, în cadrul
fiecareu unitati de competente, competentele care vor fi dezvoltate prin procesele î.p.t.,
structurate în : unitati de abilitati cheie, unitati de competente tehnice generale si unitati
tehnice specializate.
141
Reforma învatamântului obligatoriu care a debutat în anul scolar 2003/2004 a adus schimbari
semnificative în î.p.t. Mai întâi, î.p.t. a devenit una dintre cele doua rute alternative oferite
absolventilor de gimnaziu pentru finalizarea învatamântului obligatoriu. În consecinta, scopul
dual al î.p.t. a fost întarit: pe de o parte, acesta trebuie sa garanteze achizitia competentelor
cheie stabilite pentru “cel de-al doilea ciclu al învatamântului secundar inferior”. Vezi 5.4.1.
Ciclul secundar inferior.
Pe de alta parte, î.p.t. trebuie sa faciliteze dobândirea competentelor profesionale cerute de

calificarea respectiva. În plus, în acest moment, în î.p.t. exista acum o secventa educationala
coerenta garantând calificarea profesionala progresiva: Scoala de arte si meserii (doi ani de
studii conducând la obtinerea nivelului 1 de calificare profesionala), anul de completare (o
“clasa de trecere” conducând la obtinerea nivelului 2 de calificare profesionala), urmate de
ultimele doua clase ale liceului tehnologic (conducând la obtinerea nivelului 3 de calificare
profesionala.
Învatamântul secundar superior - Liceul
În conformitate cu prevederile Legii învtamântului (Legea 84/1995) licelul este organizat în trei
tipuri: teoretic, tehnologic si vocational (military, teologic, sportive, artistic si pedagogic).
Fiecare tip este împartit în profile si specializari, prezentate în tabelul de mai jos.
Tipul de liceu Profilul Specializarea

Filologie
Uman
Stiinte sociale
Teoretic
Matematica-informatica
Real
Stiintele naturii
Telecomunicatii, electronica, automatizari si
electro-tehnica
Tehnic Mecanica
Lucrari publice
Textile si pielarie
Turism si alimentatie publica
Administrativ
Tehnologic Servicii
Posta si telecomunicatii
Economic
Industrie alimentara
Resurse naturale
Protectia mediuui
Industria chimica
exploatarea si protectia
mediului Agriculture, agro-montan si veterinar
Forestier si industria lemnului
Vocational Muzici mulitare
Militar Matematica-informatica
Stiinte sociale
Teologic Ortodox
Patrimoniu cultural
Catolic
Evanghlic-Luteran
142
Baptist
Penticostal
Adventist
Unitarian
Reformat
Musulman
Sportiv Specializari sportive
Architectura, mediu ambiental si design
Arte si decoratiuni
Arte Coreografie
Muzica
Teatru
Educatori, învatatori, institutori
Pedagogic Bibliotecar, animator, instructor pentru
activitati extra-scolare, pedagog scolar
Absolventii învatamântului profesional si tehnic pot obtine nivelul 3 de calificare profesionala

pentru anumite specializari stabilite de comun acord de catre Ministerul Educatiei si Cercetarii
si de catre Ministerul Muncii, Solidaritatii Sociale si Familiei prin hotarâre de govern.
Nomenclatorul domeniilor de specializare si al calificarilor profesionale corespunzatoare
oferite prin învatamântul professional si tehnic a fost stabilit pentru anii scolari 2002/2003 si
2003/2004 prin HG 844/2002 (amendata prin HG 1555/2003), iar pentru anul scolar
2004/2005 a fost stabilit prin HG 721/2004.
Durata studiilor liceale este de 4 ani. Pentru învatamântul seral durata studiilor este prelungita
cu un an.
Ca urmare a reformei învatamântului obligatoriu, începând cu anul scolar 2003/2004 clasele a

IX-a si a X-a ale liceului sunt incluse în oferta educationala pentru ultimii doi ani ai
învatamântului obligatoriu. Conform noilor prevederi din 2003 ale Legii educatiei (Legea
84/1955), clasele a IX-a si a X-a ale liceului constituie “ciclul inferior al liceului” si sunt parte a
învatamântului secundar inferior
A.1.1 Obective
În conformitate cu Legea educatiei (Legea 84/1995), educatia din România are drept scop
dezvoltarea libera, integrala si armonioasa a individualitatii umane, precum si dezvoltarea unei
personalitati autonome si creatoare (“idealul educational”). Dezvoltarea personalitatii este
privita ca o finalitate generala a educatiei si este realizata prin:
? Dobândirea cunostintelor stiintifice si a valorilor culturale nationale si universale;

? Dezvoltarea capacitatilor intelectuale, a disponibilitatilor affective si a deprinderilor
practice prin asimilarea cunostintelor umanistice, stiintifice, tehnice si estetice;
? Asimilarea tehnicilor de munca intelectuala necesare instruirii si auto-instruirii pe
parcursul întregii vieti (tehnicile învatarii pe tot parcursul vietii);
? Educatia în spiritual respectarii drepturilor si libertatilor omenesti fundamentale, a
demnitatii, tolerantei si a schimbului liber de idei si opinii;
? Favorizarea sensibilitatii fata de valorile general umane si a celor moral-civice, a
respectului fata de natura si mediul înconjurator;
? Dezvoltarea individuala armonioasa prin educatie civica, educatie pentru igiena si
educatie sportiva;
143
? Dezvoltarea profesionala a tinerei generatii pentru îndeplinirea activitatilor utile.
Educatia de la toate nivelurile trebuie sa promoveze dragostea fata de tara, fata de trecutul
istoric si ata de traditiile poporului roman. Finalitatile generale ale educatiei sunt realizate prin
tehnicile si strategiile de instruire si educatie, cu sprijinul stiintelor educatiei si al practicii
scolare, în conformitate cu finalitatile specifice ale fiecarui nivel educational. Educatia este
oferita tuturor tinerilor, inclusive celor cu cerinte educationale speciale care necesita
reabilitare si integrare – fie în institutii scolare specializate, fie în învatamântul de masa.
A.1.2 Tipuri de institutii
Învatamântul secundar si post-secundar non-tertiar din România este organizat si

functioneaza în mai multe tipuri de institutii educationale (unitati de învatamânt):
? Scoli generale cu clasele I-VIII (învatamânt primar si gimnazial, constituind secventa

învatamântului obligatoriu pâna în anul 2003) sau scoli cu clasele V-VIII (gimnaziul);
? Învatamânt profesional si tehnic: Scoala de arte si meserii (doi ani de studiu
conducând la calificari profesionale de nivel 1) urmata de un an de completare (un an
de studiu pentru absolventii SAM cu certificate de calificare profesionala, conducând
la dobândirea certificatului de calificare profesionala de nivel 2. Sistemul este
organizat pe niveluri de calificare ;
? Licee (clasele a IX-a – a XII/XIII-a), organizate pe tipuri: teoretic, tehnologic si
vocational (military, teologic, sportive, artistic si pedagogic). O parte a liceelor
teoretice si cea mai mare parte a celor sportive, a celor de arta si a celor pedagogice
sunt organizate împreuna cu nivelul gimnazial si cu cel primar;
? Grupurile scoloare concentreaza scolile care ofera învatamânt profesional si tehnic:
licee, scoli de arte si meserii si, în anumite situatii tcoli post-liceale, având acelasi
profil sau profile din domenii înrudite. Grupurile scolare sunt organizate si
functioneaza ca unitati educationale având management si bugete unice;
? Scolile post-liceale si scolile de maistri sunt institutii care ofera învatamânt de nivel
non-tertiar.
A.2 Educatia continua si formarea pentru tinerii care parasesc scoala si pentru adulti
Legea invatamantului (Legea 84/1995) mentioneaza ca Ministerul Invatamantului si cercetarii

coopereaza impreuna cu Ministerul Culturii si Cultelor si alte ministere interesate, cat si mas
media, cultele religioase, universitatile de stat, fundatiile culturale si alte organisme si institutii
in vederea facilitatii accesului la cultura si stiinta a tuturor cetatenilor, indiferent de varsta.
Invatare pe tot parcursul vietii face parte din sistemul national de educatie si este considerat
ca un mijloc de facilitare a accesuslui cetatenilor la schimbarile majore care apar in viata
sociala.
Educarea si pregatirea adultului prin intermediul sistemului educational este realizata cu

ajutorul unor programe speciale initiate si organizate de institutii de stat si private printr-un
parteneriat social, utilizand metode interactive, in special cele bazate pe support multimedia:
invatamantul la distatnta, video-conferinte, pregatire asistata de computer, etc. Educarea si
formarea adultilor prin intermediul sistemului de invatamant asigura completarea cunostiintelor
de baza, a formarii profesionale si educatiei civice - inclusiv educatie destinata cetatenilor
activi.
Criteriile si metodologia acreditarii institutiilor care furnizeaza educatia si formarea adultilor,

cat si examinarile finale, certificatele emise si procedurile de certificare sunt stabilite de
Ministerul Educatiei si Cercetarii, Ministerul Muncii, al Solidaritatii Sociale si Familiei si/sau de
Ministerul Culturii si Cultelor – in functie de tipul programului oferit. In functie de regulamentul
144
si procedurile stabilite institutiile care participa la educarea si formarea adultilor pot emite
diplome si certificate de absolvire recunoscute pe plan local si/sau national. Aceleasi
autoritati sunt responsabile pentru stabilirea normelor metodologice pentru organizarea si
durata programelor de educare si formare a adultilor prin intermediul sistemului educational.
Educarea si formarea adultilor prin sistemul educational este asigurat de formatori, din tara
sau din strainatate, specializati pe diverse domenii
In mod special in ceea ce priveste completarea educatiei de baza, Ministerul Invatamantului si

Cercetarii aproba organizarea de cursuri pentru personae care depasesc varsta de 14 ani si
care nu si-au completat studiile primare ( educatia « celei de a doua sanse »). Pentru
persoanele care depasesc cu mai mult de 2 ani varsta corespunzatoare anului de studiu
respectiv, educarea in cadrul sistemului de invatamant obligatoriu poate fi acoperit prin alte
forme – cursuri serale, invatamant part-time, invatamant la distanta – in functie de
reglementarile stabilite de Ministerul Educatiei si Cercetarii. Cursurile serale pot fi organizate
de Inspectoratele Scolare judetene pentru VET, invatamantul liceal si invatamantl post-
secundar non-tertiar - in functie de de resuesele existente si necesitatile locale. In acest tip
de program numarul orelor de curs pe saptamana este redus (24-25), iar numarul anilor de
studiu este marit cu unul ( liceul se termina cu clasa a XIII-a ). Cursurile liceale serale,
invatamantul part-time si cel la distanta sunt organizate in conformitate cu reglementarile si
conditiile specifice.
In conformitate cu legislatia specifica referitoare la formarea profesionala pentru adulti

(Legea 375/2002 care aproba si amendeaza Ordonanta de aguvern 129/2000), adultii sunt
persone sufficient de mature pentru a putea stabilii relatii de munca si pentru a participa la
programe de formare profesionala. Adultilor li se asigura drepturi egale in vederea accesuui
la formare profesionala, fara discriminare in ceea ce priveste varsta, sexul, originea etnica,
orientarea politica sau apartenenta religioasa. Legea referitoare la sansele egale pentru
barbate si femei (Legea 202/2002) reitereaza dreptul egal la accesul, pentru ambele sexe, la
formare profesionala, cat si la consiliere si indrumare profesionala. Accesul adultilor (angajati
sau neangajati) la formarea profesionala este un drept garantat de Codul Muncii (Legea
53/2003).
Formarea profesionala este considerata un mijloc de crestere a sanselor de angajare,

impreuna cu informatmatiile profesionale si indrumarea, medierea in domeniul muncii,
consultanta si asistenta pentru inceperea unei activitati independente sau a unei afaceri,
mariri de salariu si stimularea mobilitatii fortei de munca. Persoaneele care cauta un loc de
munca pot participa la formarea profesionala organizata de Agentia Nationala pentru
Angajare sau de alti furnizori, autorizati in conformitate cu legislatia. Somerii au obligatia sa
participe la programe de formare profesionala asa cum recomanda agentia locala de angajari
unde sunt inregistrati, in caz contrar li se retrage ajutorul de somaj. Serviciile pre-concediere,
care trebuiesc indeplinite de angajatori includ, printer altele, facilitati acordate angajatilor
pentru a participa la formare profesionala pe termen scurt. Anumite categorii de angajati sau
someri pot beneficia gratuity, de pregatire profesionala si de alte facilitati. In concluzie,
angajatorii trebuie sa ia toate masurile necesare pentru a asigura accesul angajatilor lor la
formare profesionala; drepturile si obligatiile angajatorilor si angajatilor pe perioada cat
angajatii participa la pregatirea profesionala trebuie sa fie stipulate in contractul colectiv sau
individual de munca. Pentru a-si pregati angajatii, angajatorii trebuie sa consulte sindicatele
sau, acolo unde se poate aplica, reprezentantii angajatilor pentru a elabora planuri de formare
profesionala in conformitate cu programele de dezvoltare si cu strategiile sectoriale si
strategiile teritoriale.
Accesul la programele de formare profesionala este precedat de informare si indrumare

profesionala. Formarea profesionala a adultilor este organizata pentru institutii, pentru
imbunatatirea calificarilor, specializare sau recalificare si functioneaza, in baza unui sistem de
transfer de credite – menit sa dovedeasca si sa certifice competentele nou dobandite.
Programele de formare profesionala sunt organizate pentru ocupatii, meserii, specializari si
profesii cuprinse in Clasificarea Ocupatiilor din Romania (COR), pentru calificari incluse in
145
Lista Calificarilor cat si pentru acele competente profesionale commune unor ocupatii.
Progamele de formare, evaluarea si certificarea pe standarde ocupationale sau pe standarde
de formare professionala.
Formatorii autorizati, care organizeaza programe ce au ca scop recunoscunoasterea pe plan

national a certificatelor de calificar au obligatia sa incheie contracte de formare profesionala
cu formatorii. Modelul de contract este aprobat prin Decizia Guvernului 522/2003.
Participantii in programele de formare profsionala si cei calificati la locul de munca trebuie sa
treaca examene de absolvire la incheierea perioadei de formare. Examinarea finala consta
dintr-un set de teste teoretice si/sau practice care fac dovada dobandirii de competente
specifice programelor de pregatire profesionala. Metodologia de certificare pentru formarea
profesionala a adultilor este elaborata de Consiliul National si aprobat printr-un ordin comun al
Ministerului Muncii si Solidaritatii Nationale si Ministerul Educatiei si Cercetarii. Calificarea
sau certificatele de absolvire insotite de fise descriptive sunt emise in functie de tipul
programului. Fisele descriptive (dupa modelul Europass) identifica competentele capatate
mentionate de standardele ocupationale aferente sau de standardele de formare profesionala.
Competentele dobandite in contexte de educatie non-formale sunt evaluate si certificate

(certificate de recunoastere pe plan national a competentelor) prin evaluarea competentelor
de centre autorizate de Consiliul National pentru Formare Profesionala a Adultilor (Legea
375/2002 care aproba si amendeaza Ordonanta de Guvern 129/2000, si Ordinul Comun
4543/468/2004 al Ministerului Muncii si Solidaritatii Nationale si Ministerul Educatiei si
Cercetarii).
Programele de formare profesionala sunt ifnantate din fonduri proprii ale angajatorilor, din
bugetul de asigurari pentru somaj, sponsorizari, dontii si surse externe si/sau de persoanele
care participa la programele de formare. Companiile comerciale, companiile nationale,
intreprinderile cooperatiste si de stat si alte institutii pot plati pentru formarea profesionala a
propriilor salariati, cheltuielile fiind deduse din taxa pe profit sau, dupa caz, din taxa pe venit.
Institutiile finantate de stat/bugete locale pot cheltui fonduri pentru formarea profesionala a
propriilor angajati de buget sau din alte surse. Formatorii autorizati care desfasoara activitati
de formare profesionala sunt exceptati de la plata TVA-ului pentru aceste activitati.
A.2.1 Obiective generale
Invatamantul pentru adult si formarea prin sistemul educational este realizata cu ajutorul unor
programe specifice initiate si organizate de institutii private si de stat in spiritul parteneriatului
si utilizand metode interactive in special cele multimedia: invatamantul la distanta, video-
conferinte, formare asistata de calculator, etc. Invatamantul pentru adulti si formarea prin
sistemul educational au ca scop asigurarea accesului la cultura si stiinta tuturor cetatenilor,
indifferent de varsta, in scopul facilitarii accesului la schimbarile majore survenite in societate.
Obiectivele generale ale invatamantului pentru adulti si formarii prin intermediul sistemului de
invatamant sunt urmatoarele
? Completarea invatamantului de baza prin educatie repetata sau invatamant

compensatoriu (inclusive invatamantul de tip “a doua sansa”) care se
adreseaza tinerilor care abandoneaza scoala si anumitor segmente “de risc”
ale populatiei ;
? Formarea profesionala prin: imbunatatirea formarii profesionale si dobandirea
de calificari profesionale noi – care se adreseaza angajatilor, persoanelor care
cauta un loc de de munca, tineri absolventi cu sau fara o calificare, etc.;
? Educatia civica in vederea dobandirii competentelor si atitudinii necesare
exercitarii drepturilor si asumarii responsabilitatilor de catre fiecare cetatean –
se adreseaza intregii populatii adulte;
146
? Educarea si cultivarea aptitudinilor si a intereselor personale pentru cetatenii
activi – se adreseaza intregii populatii adulte.
Formarea profesionala activa (FPC) este considerate un mijloc de crestere capacitatea de

angajare, alaturide informarea si indrumarea profesionala, mediere in relatiile de munca,
consultanta si asistenta in vederea inceperii unei activitati independente sau a initierii unei
afaceri, a unei mariri de salariu, a stimularii mobilitatii fortei de munca. Obiectivele majore ale
formarii profesionale a adultilor sunt urmatoarele:
? Sa faciliteze integrarea idivizilor in conformitate cu aspiratiile lor profesionale

si cu nevoile pietei muncii;
? Sa formeze resursele umane pentru a mari capabilitatea de crestere a
competitivitatii fortei de munca ;
? Sa reactualizeze cunostiintele si sa imbunatateasca formarea in cadrul
ocupatiilor de baza cat si a celor conexe ;
? Sa schimbe calificarile ca rezultat al schimbarilor structurale de mobilitate
sociala sau de modificare in capacitatea de munca a persoanei;
? Sa dobandeasca cunostinte avansate, metode moderne si procedurile
necesare pentru efectuarea evaluarilor profesionale.
Obiectivele specifice educationale sunt stabilite in functie de tipul de program furnizat,

standardului professional caruia i se adreseaza (sau, de noile evolutii in standardul
professional T/VET). In conformitate cu acestea, studiul limbilor straine si folosirea ICT pot
face parte din programul de formare. De exemplu, Strategia Guvernului referitoare la utilizarea
ICT in administratia publica (Decizia Guvernului 1007/2001) stabileste ca standard
national ECDL (Permisul european de operare pe calculator) pentru toti angajatii publici.
A.2.2 Tipuri de institutii
Invatamantul si formarea pentru adulti prin sistemul educational (Legea 133/2000 care
aproba si amendeaza Ordonanta de Guvern 102/1998) sunt furnizate de institutii de stat
sau private dupa cum urmeaza:
? Unitatile de invatamant si institutiile (liceele si institutele de invatamant

superior);
? Scolile populare de arte, universitatile populare, centrele culturale publice,
bibliotecile, muzeele, casele de cultura si cluburile de tineret si sindicat, alte
institutii publice sau private – care furnizeaza educatie non-formala pentru
adulti;
? Centrele pentru formare profesionala continua din sistemul Ministerului
Ivatamantului si Cercetarii, Ministerului Muncii, Solidaritatii Sociale si Familiei,
Ministerului Culturii si Cultelor, alte ministere sau subordonate autoritatii
administratiei publice locale ;
? ONG-urile si asociatiile profesionale.
Criteriile si metodologia de acreditare a institutiilor furnizoare de ducatie si formare pentru

adulti cat si a examinarilor finale si a procedurilor de certificare sunt stabilite de Ministerul
Ivatamantului si Cercetarii, Ministerului Muncii, Solidaritatii Sociale si Familiei si/sau Ministerul
Culturii si Cultelor – in functie de tipul programului furnizat. Aceleasi autoritati sunt
responsabile pentru normelor metodologice de organizare si durata a programelor.
Formarea profesionala a adultilor este organizata in doua categorii principale: de stat si

privata. Furnizorii de stat sunt unitati de educatie tehnica si profesionala (Subordonate
Ministerului Ivatamantului si Cercetarii) sau centre de formare profesionala , profesionala
pentru adulti (subordonate Agentiei Nationale pentru Angajare) care ofera cursuri de formare
profesionala pentru adulti, adaptate la nevoile angajatorilor si avand un curriclum tinta.
147
Centrele ofera formare profesionala continua pentru someri cat si pentru persoane angajate.
Unele centre opereaza in domenii specifice (e.g. bancar, turism,cinematografie, aviatie,
muncitori portuari, formarea profesorilor, etc.).
Centrele de evaluare a competentelor sunt organizatii de stat sau private, autorizate de

Consiliul National al pentru formarea Profesionala a Adultilor pentru evaluarea si certificarea
competentelor dobandite in contexte educationale non-formale si informale.
Angajatorii pot organiza programe de formare pentru angajatii lor si, in urma lor, pot acorda
certificate de absolvire recunoscute doar in cadrul organizatiei lor. Certificatele unei anumite
institutii sunt recunoscute pe plan national numai daca institutia respectiva este autorizata ca
furnizor de formare profesionala.
In ultimii ani reteaua de centre ECDL acreditate (procedura de acreditare stabilita de ECDL
Romania) s-a dezvoltat in mod semnificativ – inclusive un numar mare de licee si institutii de
invatamant superior. Aceeasi situatie se intalneste in cazul centrelor de formare specializate
pe limbi straine (inclusive cele care ofera formare pentru testele internationale de limba).
B. Tabloul profesiilor din zona ingineriei
În România se opereaza cu doua notiuni/concepte: calificare si ocupatie. Calificarea are un

sens mai larg si permite practicarea mai multor ocupatii. Calificarile se obtin prin formare
profesionala initiala sau prin formare profesionala continua.
Exista doua Nomenclatoare de calificari, ambele aprobate prin ordine comune ale ministrului
educatiei si cercetarii si ale ministrului muncii, solidaritatii sociale si familiei, care cuprind
calificarile ce se pot dobândi prin formare profesionala initiala, respectiv prin formare
profesionala continua. Exista calificari care se regasesc în ambele nomenclatoare, dar exista
si calificari specifice fiecarui nomenclator în parte.
Ocupatiile sunt înscrise în Clasificarea ocupatiilor din România, document aprobat prin ordin
comun al ministrului muncii, solidaritatii sociale si familiei si al presedintelui Institutului
National de Statistica.
Programele de formare profesionala initiala se organizeaza numai pentru calificari, în timp ce
programele de formare profesionala continua se pot organiza atât pentru calificari, cât si
pentru ocupatii.
Pentru simplificarea activitatii în cadrul proiectului, au fost extrase numai ocupatiile din
Clasificarea ocupatiilor din România, acesta fiind documentul cel mai cuprinzator sub aspectul
identificarilor profesiilor, pentru toate nivelurile de calificare/educatie. Selectarea ocupatiilor
pentru sectorul mecanic s-a facut de Comitetul Sectorial „Constructii de masini, mecanica fina,
echipamente si aparatura”.
C. Analiza standardelor profe sionale folosite in descrierea profesiilor.
Pentru fiecare profesie mentionata la punctual B, exista un profil care contine trimiteri atat la
reglementarile educationale respective cat si la procedurile de examinare.
Atât formarea profesionala initiala, cât si formarea profesionala continua se bazeaza pe
competente. În formarea profesionala initiala, se folosesc standarde de pregatire profesionala
(Training Standards). În formarea profesionala continua se folosesc standarde ocupationale
(Occupational Standards), dar, deoarece numarul de standarde ocupationale elaborate pâna
în prezent (419) este insuficient, pentru programele de calificare se folosesc si standardele de
pregatire profesionala.
Atât standardele ocupationale (aprobate de Consiliul National de formare Profesionala a
148
Adultilor – National Adult Trainig Board), cât si standardelele de pregatire profesionala
(aprobate de Ministerul Educatiei si Cercetarii) sunt documente cu aplicabilitate nationala.
Un standard ocupational cuprinde:

- Descrierea ocupatiei;
- Unitatile de competenta;
- Elementele de competenta care intra în structura fiecarei unitati de competenta;
- Criteriile de realizare, pentru fiecare element de competenta;
- Gama de variabile, pentru fiecare unitate de competenta;
- Ghid de evaluare, pentru fiecare unitate de competenta.
În continuare, este prezentat un standard ocupational, dar într-o forma simplificata (???)
Romanian name English translation
Lista de ocupatii din domeniul ingineriei/ Occupational list in the machine building
field
moulders, forging-press
Ambutisor, presator la cald workers
acoperitor metale metal cover worker
polishers for hot-rolled
Ascutitor laminate la cald laminars
polishers for cold-rolled
ascutitor laminate la rece laminars
tool, medical instruments and
ascutitor scule, instrumente medicale si obiecte ce uz casnic household utilities sharpeners
brosator broach worker
sheet-metal workers for
cazangiu recipiente containers
cazangiu tevar sheet-metal workers for pipes
metal heat-treating-plant
calitor prin inductie sau cu flacara operator
metal heat-treating tools
calitor scule operator
knives,rasors,bracelets,knittin
g needles,broches,rings
confectioner cutite, brice, bratari, andrele, agrafe, inele handicraft workers
confectioner plase din sârma wire net-makers
structural-metal builders and
constructor - montator de structuri metalice erectors
conformity checker in the
controlor de conformitate în industria de masini machine industry
curatitor sablator sandblast cleanner
ungreasing optical pieces and
curatitor, degresator piese si aparate optice equipment worker
debitator semifabricate material dividing workers
dividing, rough-machine
debitator - ebosator worker
depanator ascensoare elevator fitters
electromecanic auto motor vehicle mechanics
fierar blacksmiths
finisor ace si accesori structural-metal finisher
forjor arcurar forging worker
149
forjor manual manual forging worker
forjor matriter forging-press worker
forjor mecanic mechanic forging worker
formator tevi prin sudare plumbing pipe shaper
frezor la masini roti dintate metal toothed wheel-grinders
frezor universal milling -machine operator
frigotehnist refrigerator fitters
gauritor filetator drill and thread worker
gravor manual manual engraver
gravor mecanic mechanic engraver
gravor placi metalice metal plate engraver
honuitor honing worker
structural-metal and ship
lacatus constructii metalice si navale preparers
lacatus mecanic mechanic fitter
lacatus mecanic de întretinere si reparatii universale services and fitting mechanics
lacatus montator
mechanic fitter for power sets
lacatus montator agregate energetice si de transport and transportation
industrial, building and
lacatus montator pentru utilaje industriale, de constructii si agricultural machinery
agricole assemblers
lacatus revizie vagoane wagon mechanic fitter
Lacatus SDV maintenance mechanic
Lepuitor lepping worker
lipitor de placute la scule aschietoare cutting tools welders
maistru cazangerie boiler shop technician
maistru electromecanic electromechanic technician
refrigerating machines
maistru frigotehnist technician
maistru instalatii navale vessel equipment technician
maintenance and fitting tool-
maistru întretinere si reparatii masini-unelte, utilitati, servi ce, machines, equipments,
prototipuri services,prototypes technician
metal -structure mechanical
maistru lacatus constructii metalice technician
maistru lacatus mecanic mechanical technician
maistru mecanic mechanical locksmith
motor vehicle mechanical
maistru mecanic auto technician
building machines and
equipment mechanical
maistru mecanic masini si utilaje pentru constructii technician
agricultural mechanical
maistru mecanica agricola technician
mecanical treatment
maistru prelucrari mecanice technician
maistru presator metale metal pressing technician
maistru sculer matriter pressman technician
maistru sudura welding technician
maistru termist tratamentist heat treatment technician
150
maistru termotehnist heat engineering technician
operator for metal empties
masinist la confectionarea ambalajelor metalice building
operator for needles and
masinist la fabricarea acelor si accesoriilor accessories building
operator for automatic cutting
masinist la linii automate aschietoare tools line
special cutting machine
masinist la masini speciale de aschiere operator
special non-cutting machine
masinist la masini speciale fara aschiere operator
mecanic agricol agriculture mechanic
mecanic auto motor vehicle mechanic
mecanic aviatie aircraft engine mechanic
metrolog metrologist
modelier meta metal moulder
modelier naval vessel moulder
motor vehicle protoipes
modelor prototipuri auto moulder
nitrator nitrator
polizator metal wheel-grinder
cold-rolled metals press
presator metale la rece worker
toothed wheel planer and
rabotor mortezor roti dintate shaper
rabotor mortezor universal general planer and shaper
rectificator dantura caneluri mortise teeth grinder
rectificator universal general grinder
reglor benzi montaj assembling belt setter
reglor masini unelte machine-tool setter
reglor montator assembling setter
sculer matriter tool-maker
strungar la masini de alezat boring machine turner
coordonated working-machine
strungar la masini de prelucrat în coordonate turner
wheel shaping-machine
strungar la masini de strunjit roti cai ferate turner
strungar la masini orizontale horizontal machines turner
turning and boring lathe turner
strungar la strung carusel / worker
strungar la strung paralel si de detalonat backing -off lathe turner
strungar la strung revolver capstan lathe turner
strungar universal general turner
sudor welder
welder with electric arc under
sudor cu arc electric acoperit sub strat de flux flow layer
welder with electric arc and
sudor cu arc electric cu electrod fuzibil în mediu de gaz fusible electrode in gas
protector protecting medium
welder with electric arc and
sudor cu arc electric cu electrod nefuzibil în mediu de gaz non- fusible electrode in gas
protector protecting medium
electric arc manual turner
151
sudor manual cu arc electric
sudor manual cu flacara de gaze r gase flame manual turner

Sanfrenato chamfering worker
slefuitor metale metal grinder
stantator pressman
tehnician constructii navale vessel buiding technician
physico-mechanical
tehnician determinari fizico- mecanice determinations technician
tehnician electromecanic electromechanic technician
refrigerating machines
tehnician frigotehnist engineer
machines ,equipment
tehnician masini si utilaje technician
tehnician mecanic mechanic technician
industrial equipment
tehnician mentenanta mecanica echipamente industriale maintenance technician
mechanical processing
tehnician prelucrari mecanice technician
mechanical designer
tenician proiectant mecanic technician
tehnician sudura welding technician
mehanical technologist
tehnician tehnolog mecanic technician
metal heat-treating-plant
termist - tratamentist operator
tinichigiu carosier sheet-metal body worker
tinichigiu industrial industrial sheet-metal worker
tinichigiu structurist de aviatie aircraft sheet -metal worker
trasator marker-off technician
tubulator naval vessel fauceting worker
vopsitor auto motor vehicles painters
vopsitor industrial industrial painters
Fine mechanics specific occupations
giuvaergiu common metals jeweller

giuvaergiu de meatle pretioase precious metals jeweller
ceasornicar watchmaker
Sudor mecanica fina fine mechanics blacksmith
Maistru mecanica fina fine mechanics technician
metrologist and fine
Metrolog si reparator mecanica fina,tehnici digitale si mechanics repairer, digital and
analoage analog technics
Metrolog checking metrologist
mechanic shaper for precious
Slefuitor metale pretiose metals
Fierar AMC AMC blacksmith
Bijutier goldsmith
Occupations situated between two sectors, "electric and mechanic"
152
Electrician auto motor vehicle electrician
maintenance and equipment
Electrician de mentenanta si echipamente electrician
Electrican naval vessel electrician
motor vehicles and electric
equipment electrical
Mecanic electric auto si de echipamente electrice mechanics
C . Analiza standardelor profesionale folosite in descrierea profesiilor
Pentru fiecare dintre profesiile mentionate la punctul B corespunde un profil care contine
trimiteri la reglementari educationale si proceduri de examinare.
Atât formarea profesionala initiala, cât si formarea profesionala continua se bazeaza pe

competente. În formarea profesionala initiala, se folosesc standarde de pregatire profesionala
(Training Standards). În formarea profesionala continua se folosesc standarde ocupationale
(Occupational Standards), dar, deoarece numarul de standarde ocupationale elaborate pâna
în prezent (419) este insuficient, pentru programele de calificare se folosesc si standardele de
pregatire profesionala.
Atât standardele ocupationale (aprobate de Consiliul National de formare Profesionala a
Adultilor – National Adult Trainig Board), cât si standardelele de pregatire profesionala
(aprobate de Ministerul Educatiei si Cercetarii) sunt documente cu aplicabilitate nationala.
Un standard ocupational cuprinde:

- Descrierea ocupatiei;
- Unitatile de competenta;
- Elementele de competenta care intra în structura fiecarei unitati de competenta;
- Criteriile de realizare, pentru fiecare element de competenta;
- Gama de variabile, pentru fiecare unitate de competenta;
- Ghid de evaluare, pentru fiecare unitate de competenta.
În continuare, este prezentat un standard ocupational, dar într-o forma simplificata (???)
Sudorul
Sudorul este lucratorul care, utilizand procedee specifice, executa operatia de sudare.
Sudarea este procedeul de imbinare a produselor metalice care presupune topirea metalului
in zona de imbinare cu ajutorul unor surse de caldura. Functie de sursa de caldura folosita
identificam doua procedee : sudarea cu gaze si sudarea electrica.
Cunostinte necesare sudorului
? Modul de functionare si intretinere a aparatelor, masinilor, echipamentelor
utilizate.
? Notiuni de sudabilitate a materialelor metalice.
? Conditiile tehnice ce trebuie respectate
? Procedurile de sudare .
? Parametri de sudare.
? Materialele de adaos si de protejare a sudurii.
? Documentatia tehnologica.
I. Sudarea cu gaze este procedeul tehnologic de îmbinare a pieselor metalice care foloseste
caldura dezvoltata de arderea unui combustibil gazos în amestec cu oxigenul. Cele mai
utilizate gaze combustibile sunt : acetilena, hidrogenul, gazul metan si produse petroliere
lichefiate (propan si butan).
153
Sudura se poate executa manual utilizand utilajele specifice postului de sudura sau mecanizat
folosind masinile automate de taiat/sudat (cu unul sau mai multe posturi).
Echipamentul de baza folosit de sudor este compus din :

? generator de acetilena cu supapa de siguranta (daca gazul combustibil utilizat
este acetilena) sau butelii pentru înmagazinarea gazului combustibil cu
reductor de presiune ;
? butelie de oxigen cu reductor de presiune;
? trusa de sudura (suflaiuri, aparat de taiere si garnitura de becuri de diferite
dimensiuni);
? furtune de presiune din cauciuc armat pentru transportul gazelor;
? accesorii (ochelari cu sticla protectoare, perie de sârma din otel moale,
ciocane de sudura, manusi.).
Operatiile executate prin folosirea echipamentului specific sudarii cu gaze sunt :

a. taierea si decuparea materialelor metalice,
b. incarcarea (umplutura) cu adaos metalic a pieselor cu defecte din turnare sau uzate,
c. lipirea metalelor si aliajelor neferoase,
d. calirea superficiala a pieselor,
e. metalizarea suprafetelor metalice,
f. lipirea placutelor dure pe sculele aschietoare,
g. sudarea propriu-zisa, inbinarea nedemontabila a materialelor metalice, in puncte sau
continua.
Principalele activitati desfasurate de sudor :

? preluarea documentatiei tehnice, a pieselor/semifabricatelor ce trebuie
imbinate,
? studierea si respectarea conditiilor impuse de documentatia tehnica,
? pregatirea automatelor, dispozitivelor, echipamentelor si materialelor
necesare;
? prinderea si montarea subansamblelor în vederea sudarii/taierii,
? prepararea aliajelor pentru lipire, alegerea fondantilor si fluxurilor
(dezoxidanti),
? utilizarea materialului de adaos,
? manipularea recipientilor/buteliilor cu gaz,
? executarea operatiei propriu-zise,
? reglarea si supravegherea masinilor automate,
? indepartarea zgurii formate pe cusatura ,
? depozitarea materialelor de adaos, fluxurilor si pastelor pentru sudura si lipire,
? identifica principalele defecte; stabileste cauzele si masurile de prevenire,
? predarea documentatiei tehnice si a produselor .
II. Sudarea electrica este procedeul tehnologic de îmbinare a pieselor metalice care foloseste
caldura dezvoltata de arcul electric format intre electrod (de grafit sau metalic) si piesa de
sudat sau de rezistenta pe care o opun piesele la trecerea curentului electric.
Sudarea cu arc electric se poate executa: cu arcul descoperit sau acoperit, în mediu
de gaze protectoare sau în baie de zgura.
Echipamentul folosit la sudarea manuala cu arc electric sunt:

- agregat de sudura : aparat de sudura sau convertizor,
- cleste port electrod,
- cabluri pentru conducerea curentului electric,
- accesorii (masca cu geam protector, perie de sârma din otel, ciocan de sudura,
manusi, jambiere si sort de piele.),
154
In cazul sudurii semiautomate sau automate, posturile de sudura sunt echipate cu:
? generatoare de curent continuu,
? carucioare automatizate pentru debitarea si deplasarea materialului de adaos
în lungul îmbinarii,
? role si dispozitive automatizate pentru aducerea locului de sudat în dreptul
materialului de adaos care este debitat de catre capul de sudura.
Materiale folosite :
Electrozi metalici cu invelis protector, electrozi de grafit, sarma de sudura, gaze
protectoare.
In cazul sudarii prin rezistenta sunt folosite masini de constructie speciala si
adecvate pentru diferite lucrari.
Operatii executate prin utilizarea echipamentului specific sudarii electrice :

a. imbinarea nedemontabila a materialelor metalice, in puncte sau continua,
b. taierea si decuparea materialelor metalice,
c. incarcarea (umplerea) cu material de adaos a pieselor cu defecte din turnare sau uzate,
Principalele activitati
? preluarea pieselor/semifabricatelor si a documentatiei tehnice,
? studierea si aplicarea documentatiei tehnice,
? pregatirea si verificarea echipamentelor , aparatelor, materialelor necesare,
? prinderea si montarea subansamblelor ,
? manipularea recipientilor cu gaz protector,
? executarea operatiei propriu-zise,
? depozitarea electrozilor si a celorlalte materiale de adaos,
? indepartarea zgurii formate pe zona de imbinare,
? reglarea si supravegherea masinilor automate si semiautomate,
? identificarea si remedierea defectelor,
? predarea documentatiei tehnice si a pieselor sudate.
Slefuitorul metale
Slefuitorul metale este lucratorul care efectueaza operatia de slefuire a materialelor

metalice.
Slefuirea este operatia de prelucrare mecanica fina si foarte fina a suprafetelor plane sau
rotunde; se poate executa manual sau mecanizat cu ajutorul utilajelor , sculelor, dispozitivelor
si materialelor specifice.
Slefuirea se executa ca operatie pregatitoare a suprafetelor (in vederea acoperirii
acestora cu vopsea sau alte materiale, inclusiv metalice) sau ca operatie finala (in vederea
obtinerrii unui grad de rugozitate a suprafetei foarte mic sau pentru obtinerea efectului de
stralucire a suprafetei).
Echipamentul folosit de slefuitor cuprinde :

- polizorul fix sau portabil,
- utilaje/masini speciale pentru slefuit ,
- perii de sarma
- pietre, discuri si benzi abrazive,
- hartia de slefuit si panza de slefuit,
- perii si discuri din pasla, burete sau bumbac,
- pulberi si paste abrazive.
Activitatile desfasurate de slefuitor :

- preluarea si studierea documentatiei tehnice,
- preluarea pieselor de prelucrat,
- pregatirea materialelor abrazive, alimentarea masinilor,
- pregatirea, verificarea, reglarea, exploaterea si intretinerea utilajelor /masinilor folosite,
155
- depozitarea si predarea pieselor slefuite,
- identificarea si remedierea neconformitatilor,
- executarea slefuirii piesei cu respectarea tehnologiei si a succesiunii operatiilor,
- montarea si demontarea sculelor, dispozitivelor, materialelor de slefuit,
- controlul suprafetelor prelucrate.
D. Validarea educatiei non formale si informale
Pentru a dezvolta o cultura de invatare pe tot parcursul vietii si in concordanta cu politicile

UE, Romania a adoptat o politica nationala de invatare pe tot parcursul vietii si a inregistrat
pasi concreti in vederea implementarii acesteia, iar acest capitol are drept scop sa puna la
dispozitie aspecte de validare a educatiei non formale si informale. Practicile arata cresterea
constientizarii asupra nevoii de a opera cu o viziune globala in sustinerea validarii educatiei
non fromale si informale.
Ca actiuni cheie in acest domeniu se vor acorda prioritati in :

? a sustine educatia non formala si informala printr-o recunoastrere sociala si
manageriala, extindere si diversificare a potentialului de invatare ;
? a promova initiative de formare si educatie in cadrul unor programe
economice, sociale si regionale ;
? a creste si a divesifica numarul oprtiunitatilor de invatare in vederea stimularii
unei cereri mai mari de educatie ;
In ciuda efortutilor generale si a unor evidente progrese pe care Roamnia le-a inregistrat in
vederea implementarii Memorandumului UE cu privire la invatraea pe tot parcursul vietii, mai
exista o seama de ramaneri in urma , dificultati si constrangeri care trebuie sa fie rezolvate
adecvat in urmatorii ani.
In anii ce vor veni politici si masuri vor fi necesare pentru a diminua granitele care exista intre
formarea si educatia initiala si cea continua ( profsionala), cata si intre educatia non formala si
informala. Unul din instrumentele acceptate la nivel local pentru a pune in practica acest
obiectiv este elaborarea unui Cadru National al Calificarilor.
Pentru a conferi valoare de piata acestui Cadru National al Calificarilor, dezvoltarea are
nevoie sa fie facilitata printr-un dialog social tinand cont de interesele sectoriale. Aceatsa
inseamna elborarea de masuri care sa puna un accent pe reprezentarea sectoriala si pe
partenerii sociali.
Este nevoie de politici care sa duca la cresterea accesului la servicii de consiliere si

acompaniere pentru adulti si a membrilor comunitatii locale, precum si nevoia ca aceste
servicii sa nu se limiteze doar la dimensiunea strict profesionala, ci si la dezvoltarea din in ce
mai mult a unei dimensiuni sociale si a unor aspecte legate de cetatenie.
156
157

Meserii PDF

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Meserii PDF

Caricato da

Copyright:

Formati disponibili

REAR WINDOW

© 2007 IAL Emiglia Romana, Bologna

The following partners had been working on this report:

IAL Emilia-Romagna (IT) Cristina Ferrari

ANUP – Association of Romanian Popular Ileana Boeru

BEST Training (AT) Helmut Kronika

CEDIT - Centro Diffusione Imprenditoriale della Gianfranco Corrieri

CNFPA - Consiliul National de Formare Profesionala Ana Elena Costin

Fundación Red Andalucía Emprende (ES) Rafael Gonzalez Martos

KTP Spolecnost pro kvalifikaci na trhu práce (CZ) Dagmar Berkova

2 ANALYSIS AND COMPARISON OF THE NATIONAL/ REGIONAL QUALIFICATIONS

Analysis of the Qualification System in Austria 9

3 SCREENING OF THE ENGINEERING AREA PROFESSIONS DESCRIBED IN THE

Engineering area professions in Austria 45

4 ANALYSIS AND COMPARISON OF PROFESSIONAL STANDARDS USED IN

6 DEFINITION OF COMMON CRITERIA FOR CHOOSING THE PROFESSIONAL

ANNEX: NATIONAL REPORTS IN ACCORDING NATIONAL LANGUAGES 88

In particular, the following steps were undertaken:

? Analysis and comparison of the National/Regional qualifications system in the

? Analysis of the National/Regional qualifications system in the engineering area

Using learning outcomes as a key element in qualification frameworks implies a lesser

In this report, we will refer to questions on standards and qualifications in the

ANALYSIS OF THE QUAL IFICATION SYSTEM IN AUSTRIA

Secondary and Post -Secondary Non -Tertiary Education: Objectives

Secondary school (Hauptschule)

Pre-vocational school (Polytechnische Schule)

Polytechnische Schule (pre-vocational school) is to prepare pupils in the 9th year of

Part -time compulsory vocational school (Berufsbildende Pflichtschule / Berufsschule)

Medium-level technical and vocational schools (Berufsbildende mittlere Schulen)

Secondary techni cal and vocational colleges (Berufsbildende höhere Schulen)

Secondary and Post -Secondary Non -Tertiary Education: Types of Institution

Secondary school (“Hauptschule”)

The general secondary schools belong to the “Allgemein bildende Pflichtschulen”

Pre-vocational school (“Polytechnische Schule”)

Apprentices within the meaning of the "Berufsausbildungsgesetz" (Vocational Training

Medium-level secondary technical and vocational schools (“Berufsbildende mittlere

? Part-time compulsory vocational schools

Specialisation of Studies concerning the Engineering and Mechanical Sector

Part -time compulsory vocational school („Berufsbildende Pflichtschule / Berufsschule“)

There are technical Colleges (Fachschulen) for: construction technology, electrical

Higher-level technical and vocational schools (“Höhere technische und gewerbliche

? construction technology (various special focuses),

The mechanical engineering branch is divided into schools for

? general mechanical engineering

In Austria general and vocational adult education is provided by various institutions,

Schools for working adults

All certificates awarded upon completion of apprenticeship training and of intermediate

Secondary school-leaving certificate (“Hauptschulabschluss”)

It should be emphasised that this important certification confirming successful

Vocational maturity examen (“Berufsreifeprüfung”)

Special admittance to the apprenticeship certification exam ("Lehrabschlussprüfung"):

Secondary and Post -Secondary Education: Objectives

Public high schools (strední školy)

Secondary training colleges (strední odborná ucilište)

Secondary and Post -Secondary Education: Types of Institution

Training schools (ucilište)

Secondary vocational schools (strední odborné školy)

On the basis of their specialisation in particular fields, secondary vocational schools

? ecology and environmental protection,

One specific type of a s econdary vocational school is a conservatory (konzervator )

Secondary training colleges (strední odborná ucilište)

The Ministry of Education registers and approves educational programmes.

? for gaining a new qualification;