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GT VET Greening Technical VET – Sustainable Training Module for the European Steel Industry

GT VET Greening Technical VET – Sustainable Training Module for the European Steel Industry. industriAll Steel Committee Luxembourg, 22-23 October 2012. Enrico Gibellieri industriAll Senior Adviser and Steel Expert. Abstract of GT VET.

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GT VET Greening Technical VET – Sustainable Training Module for the European Steel Industry

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  1. GT VETGreening Technical VET – Sustainable Training Module for the European Steel Industry industriAll Steel Committee Luxembourg, 22-23 October 2012 Enrico Gibellieri industriAll Senior Adviser and Steel Expert

  2. Abstract of GT VET • Vocational education and training (VET) aims to equip people with skills and competencies in order to fulfill a specific profession (skilled workers). • The increasing relevance of environmental issues in steel production requires appropriate skills and competencies from workforce members - particularly from skilled technical workers. • The project evaluates how national systems of VET meet the future requirements of sustainable “green” competencies and awareness in the European steel industry and bridges the gap by developing a European training module. 2

  3. Background of GT VET Developments and Trends • Sustainable environmental protection is important for the European steel industry. • Increasing effects on steel companies from EU-wide environmental legislation. • Harmonization of legislation in Europe seeks to prevent pollution and secure occupational health and safety. 3

  4. GTVETObjectives • identify impacts of environmental legislation in everyday work on skilled workers in the steel industry. • match demands of steel industry with the VET system. • investigate the scope for the development of ongoing and responsive training pathways. • develop a model of an industry-driven European training module, focusing on skills for environmental sustainability (for electric/electronic and mechanical technicians). • adapt and test the module in four steel companies and member states. • use the example of electric/electronic and mechanical technicians to transfer results to other professions. • use the example of the steel industry to transfer results to other production industries. 4

  5. Projectassumptions There is a need for a European training module to empower green awareness and green skills in technical apprentices and skilled workers, because we assume • greening of steel production will remain a mega-trend. • similar skills required for steel workers, irrespective of the system and pathway of vocational training. • in future national training systems for blue collar workers must comprise green skills. 5

  6. Partnership:Steel Companies and Research Institutes • Germany: • sfs – TU Dortmund (Coordinator) • ThyssenKruppSteel Europe AG, Duisburg • Poland: • InstytutMetalurgiiŻelaza IMZ, Gliwice • ArcelorMittal Poland S.A., Dabrowa Górnicza • Italy: • Istituto per la Cultura e la Storia d'Impresa ICSIM, Terni • ThyssenKrupp Acciai Speciali Terni AST, Terni • UK/Wales: • Cardiff School of Social Sciences, Cardiff University • Tata Steel UK, Port Talbot • Strategic Partners (Dissemination and Valorisation): • European Steel Association EUROFER, Brussels • industriALL, Brussels • External Evaluation: • VFA – Development and Innovation Consultants, Athens • Jean-Claude Charbonnier (Consultant) 6

  7. Relevanceof GT VET • in line with European politics: • lifelong learning strategy • new skills for new jobs initiative • EU 2020 strategy • Lisbon strategy • in line with EU environmental directives (IPPC, GHS, REACH, …), national and company guidelines and recommendations • in line with current steel industry requirements: recruitment and training • improving European and national VET-systems. 7

  8. Consecutive Work Plan WP 1 (sfs): Management and Coordination WP 2 (IMZ): Industry Driven Analysis of Job Requirements WP 3 (SOCSI): Analysis of VET Systems Reflecting Anticipated Future Requirements WP 7 (EUROFER/ESTEP):Dissemination WP 8 (EMF):Sectoral, National and European Exploitation WP 4 (TKSE): European Training Module WP 5 (ICSIM): National Adaptation and Pilot Testing WP 6 (sfs): Implementing a Sectoral Compre-hensive European Framework WP 9 (VFA): Evaluation and Quality Assurance 8

  9. Summary of Key Findings (Framework Research WP2 / WP3) Ecological legislation mainly affects investments in technical improvements  green skills are mainly conveyed by new operating instructions  green skills are understood to be the ability to run defined operating cycles, there is a lack of sustainable green expertise, know-how and awareness No vocational system analysed reflects the increasing importance of green issues in industries  green skills and green awareness are completely absent in some vocational systems and barely touched upon in others  only the use and disposal of waste and some substances are taken into account There is no systematic training for green skills and awareness for technical apprentices  no defined learning target for environmental issues in technical apprenticeships in the member states  green awareness is primarily assessed as being important to meet future requirements 9

  10. European Training Module • Approach: • Develop new/enrich existing projects, training with green aspects/perspective • Promote cooperation between all learning venues (vocational school, training centre, production site) • Required didactics: • strong emphasis on strengthening green awareness • learning outcomes must be tangible • cognitive and manual learning as well as learning by doing have to be combined • create useful work pieces which foster sustainable learning • learning has to be action oriented 10

  11. GT VET Green Skills Definition • Green skills for technical VET in the European steel industry are: • technical skills and appropriate awareness for environmentally sustainable behaviour • to prevent and reduce negative impacts on the individual and environment (neighbourhood, employees, air, water and ground) • caused or initiated by operations and work in and around steel production • This comprises knowledge, abilities and attitudes: • to save and reduce input of resources, particularly energy and raw materials • to prevent and reduce emissions, pollution and noise • to utilize, store and dispose of waste materials in a manner that conforms with best practice environmental procedures and understands the consequences of nonconformity • to understand the value, impact and lifecycle of resources and materials • to keep track of current standards and best available techniques 11

  12. Matrix: Learning Fields / Knowledge Levels exercises, case studies, project work strongly linked to the steel industry 12

  13. A varied set of policies and practices (curricula) exist leading to different levels of competence, skills and knowledge across the case study countries • Main challenges: • changing (environmental) workplace cultures – driven by efficiency imperatives → improving actions, saving money • sections and managers determine levels of relevance • ‘trickle down’ of wider policy goals Curricula and Green Skills Reference 13

  14. Green skills for technical VET in the European steel industry: • technical skills and appropriate awareness for environmentally sustainable behaviour • to prevent and reduce negative impacts on the individual and environment (neighbourhood, employees, air, water and ground) • caused or initiated by operations and work in and around steel production. • Knowledge, abilities and attitudes: • to save and reduce input of resources, particularly energy and raw materials. • to prevent and reduce emissions, pollution and noise. • to utilize, store and dispose of waste materials in a manner that conforms with best practice environmental procedures and understands the consequences of nonconformity. • to understand the value, impact and lifecycle of resources and materials. • to keep track of current standards and best available techniques. Objectives of the European Training Module 14

  15. National Testing and Adaptation Implementation of the developed sub-modules in the involved steel companies Feedback workshops, interviews with trainers, teachers, trainees, production managers 15

  16. The learning level/modules were integrated in the normal education and training program of the companies and schools, by using (given) leeway Level 1 and 2: background and context information for the electrical and mechanical technicians in a more “class room” atmosphere Level 3: different tasks for electrical and mechanical technicians Level 4: project work if possible in cooperation with the workers and management of production areas Teachers of middle, technical or vocational schools were informed and asked to create additional and deepening theoretical and practical background inputs Integration in the education and training program 16

  17. General Assessment The sub-modules fit to the training program of the companies and schools and create a clear added value: • The trainees would like to have a similar module in their traineeship again. • The trainers (steel company) and teachers (schools) will use (parts of) the training module in their regular training program. • The developed GT VET training module is seen as a link for short-termed reaction to technological changes GT VET training module training Technological change school company 17

  18. GT VET training module training Technological change company school

  19. To be done • Cross-testing: the sub-modules will tested in each participating member state (resp. VET-system). • Checking how the training module can be implemented in the curricula and present training procedures in several education and training venues (primary vocational schools and companies) of each participating member state • Checking the added value of credit points (ECVET). How can the module be used in addition to present systems of VET (continuous vocational training)? • Dissemination and valorisation: Transfer (possibilities) to other steel companies, other production sectors, other professions, other member states. • Final Conference: to be foreseen in February 2013

  20. Flexible ways and leeway to include industry driven modules of VET • Overarching European wide learning objectives based on an industry related Europeandefinition of green skills • ECVET as a European wide and accepted certification of the training modules • Cooperation and involvement of companies and vocational schools at the regional level, where people live, work and learn • Production industries should be considered in European advanced manufacturing activities and strategies much more Policy Requirements 20

  21. If you are interested in more details… ….please visit our website: www.gt-vet.com

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