Lifelong Learning Programme 2007-2013 “Multilateral Projects Transfer of Innovation”

1. Lifelong Learning Programme 2007-2013 “Multilateral Projects Transfer of Innovation” (Project number: LLP-LDV/TOI/07/IT/020) “Trasfobuilding” Between formal and informal: a double model to assess competences in the building sector INTRODUCTION A BRIEF DESCRIPTION OF THE APPROACHES AND ACTIONS THE TRASFOBUILDING PROJECT IS BASED ON SEE THE ATTACHEMENT

2. Evaluation process of the competences acquired and utilities description

3. Trasfobuilding model Evaluation process The management of the assessment processes is arranged according to the procedures stated below, supported by the tools that have been defined within the projects from which Trasfobuilding arises.

4. Trasfobuilding model Evaluation process • Evaluate the competences acquired through formal and informal processes based on the Construction Competence Repertory • Two possible types of user: • Employees who require certification of their previously acquired competences to gain value in the labour market • Individuals who participate in a training programme, • in order to assess and certify previously acquired competences upon entry, and upon leaving

5. Trasfobuilding model Evaluation process See attachment

6. Trasfobuilding model Evaluation process Therefore, the users are guided towards two types of output: the certification of competences demonstrated following a check (corresponding to the Construction Competence Repertory) secondarily, the registration of experience demonstrated by collecting evidence, outside the context of a real evaluation process

7. Trasfobuilding model Evaluation process The final outputs: Certification of competences Registration of experience In the Italian experience this registration occurs inside the Formedil construction database, with the consequent entry in the Employee Training Booklet, both for users coming from training programmes and users with work experience.

8. Process output The personal vocational training booklet in the building sector is a system to identify areas of knowledge and expertise of the individual. The contents of the booklet can be updated as needed

9. Trasfobuilding model Evaluation process The phases in detail - 1

10. Trasfobuilding model Evaluation process The phases in detail - 2

11. Trasfobuilding model The process – Work experience Case 1 The phases: 0 – Request to access the programme 1 - Acquisition and organisation of evidence in the presence of possible competences: 4 - Assessment of the possessed competences 5 – Certification of the possessed competences in the presence of simple experience: 2a – Evaluation through evidence 3 – Registration of experience

12. Trasfobuilding model The process – Training programme Case 2 The phases: 0 - Request to access the programme 1 - Acquisition and organisation of evidence 2b - Assessment and certification of previously acquired competences … development of the training programme … 4 – Assessment of the possessed competences 5 – Certification of the possessed competences

13. ONE OF THE UTILITIES THE REPERTORY OF COMPETENCES

14. Trasfobuilding model Searching for a benchmark system In recent years the Italian building training system has experienced some rationalisation problems: • Inhomogeneoustraining offered across the country. • Difficulties in comparing training objectives and results. • Actual obsolescence of the contractual professional roles. • Recognition of certifications for professional development purposes. • Distribution of certifications throughout the nation for mobility purposes.

15. Trasfobuilding model Searching for a benchmark system Hence two subjects of development were identified: • Rationalisation of the training offered which was developed through various national projects • Tracking the competences acquired with the search for a classificationsystem univocally recognisable by all those involved

16. Trasfobuilding model Why not qualifications? Because in Italy the system of qualifications contemplated by the Employment Contract is in reality superseded by the organisation of production and the evolution of the labour market in the building sector Becausethe definition of professional roles is the task of the Regional authorities, and there is currently no agreement on homogeneity among the regional repertories e.g. the description of a mason varies from one region to another, and even varies according to the qualifications established in the industry employment contract.

17. Trasfobuilding model Recognising abilities Furthermore, the skills that constitute the professionalism of an operator can be acquired both inside and outside training: through a training programme (initial or continuous) but may also be the skills gained on the workplace on a daily basis, formal skills and informal skills

18. Trasfobuilding model CONSTRUCTION WORK as a benchmark • The benchmark is the work, the only objective element in which the following are able to converge univocally: • training • users • companies

19. Trasfobuilding model Which benchmark level at work? • Not the role, but, • a level lower, the skills that it consists of, • identified as ‘competences’ • The system has adopted a criterion of “competences”: • independent units • placed in a Repertory of construction work • A building brick that, aggregated to others, may lead to the development of one or more professional roles

20. Trasfobuilding model Competence For the system, competence is: • An aggregate of knowledge and capacities that is univocally identifiable, unsuitable for achieving a full professional qualification, but sufficient to be used independently in the labour market, with reference to the current apportionment of the activities. • A unit that can stand alone, but also be aggregated to others in the definition of old and new professional profiles, and from this viewpoint it may be capitalised by the employee and used in the labour market.

21. The system’s logic More specifically, this logic breaks down construction work into: MACRO AREAS Management, Safety, Construction work, Infrastructure work… . . . . . . . MANAGEMENT SAFETY CONST WORK

22. The system’s logic In turn these macro areas can be broken down into: AREAS Construction work  Masonry, Framing, Laying, … . . . . . . . MANAGEMENT SAFETY CONST WORK CONST WORK FRAMING MASONRY FINISH LAYING

23. . . . . . . The system’s logic The Areas are broken down into: UNITS THAT CAN BE CAPITALISED Masonry-> Execution of Masonry, … CONSTRUCTION FRAMING MASONRY LAYING MASONRY area UPPER E L E M E N T A R Y INTERMEDIATE FAIR FACED E X E C U T I O N OF MASONRY COVERING GLASS-BRICK MANTLE MOUNTING OF FLOOR AREA TEMPORARY PLASTERBOARD WORKS PACKAGING AND POURING ARCHES AND . . . . . . . . P L A T B A N D S . . . . . . . . . . . . . . . .

24. E L E M INTERMEDIATE E N T A RY I UPPER RECOVERY F A C C I A M U R A T U R A V I S T A I N S A S S O MASONRY M A N T O D I S T R U T T U R E C O P E R T U R A V O L T A T E . . O P E R E C O P E R T U R E P R O V V I S I O N A L I . . . I N C O N F E Z I O N A M G E T T O . . . A R C H I E P I A T T A B A N D E . . . . . . . . . . . . . . . . EXECUTION OF MASONRY The system’s logic Finally the Units into: COMPETENCE ELEMENTS FLOOR MOUNT. V E T R O M A T T O N E . . . C A R T O N G E S S O P I E T R A . . . . . . . . R E C U P E R O C E M E N T O . . . . . . . . Masonry joints layout Laying geometric reference points Realisation of mortar Realisation of masonry Management of joints

25. The Repertory of Competences To conclude the programme, the system is based on two benchmarks: COMPETENCE… The description is arranged into two parts: DESCRIPTION the expected results ASSESSMENT INDICATORS the corresponding acceptable indices And these are connected to: THE TRAINING PROGRAMME STANDARDS thus the benchmarks with which to achieve competence also through training programmes Description Assessment Training programme

26. The system’s logic …AND THE REAL REPERTORY In which each competence is placed in an organic context according to the structure:

27. CONST WORK The system’s logic The professional role is rebuilt by aggregating univocal competences, identified on the Repertory

28. The system’s logic The description of the roles through competences (at a lower level) may allow a comparison to be made between different description systems

29. An example: the core areas of the role of the mason For simplicity reasons, let us now consider just the professional technical competences. In the Italian labour organisation the core competences of the role are associated to the following areas: Masonry – the elementary competences and some intermediate ones constitute the professional base, the others are specialisations Framing – for some elementary framing competencesfor reinforced concrete Finish – for some elementary competencessuch as the realisation of plaster

30. An example: the core areas of the role of the mason An extract of the Repertory: Area of the basic role Area of the specialised role Area of the basic role

31. An example: the core areas of the role of the mason For some of the competences that characterise the role of the mason, tools and assessment procedures have been developed, which we propose to test in this project.

32. SEE ATTACHMENT

33. SEE ATTACHMENT

34. OTHERS UTILITIES FOR THE ASSESSMENT

35. Trasfobuilding model Recognition and validation of prior learning outcomes Features of the model Sustainability (cost-benefit, flexibility...) Reliability (social consensus, equivalence) Formative / summative dimensions of the assessment procedures

36. Trasfobuilding model Recognition and validation of prior learning outcomes Features of the model Social dialogue (tripartite) Mutual trust (values, cultures) Coherence of the model (ECVET-EQF)

37. Process output The personal vocational training booklet in the building sector is a system to identify areas of knowledge and expertise of the individual. The contents of the booklet can be updated as needed

38. Assessment process 1. Information and Guidance 2. Start-up phase: personal Portfolio (dossier) 3. Self assessment (recognition) 4. Assessment (validation) Access to training Certification Access to job and carreer

39. Reinforced sheathing for iron cage and pillar Self-assessment sheet • PREPARING THE SHUTTERS • ) 4 wooden shutters must be prepared to create the sheathing (see picture). Have you ever had to perform this job at the worksite? • YES, I NORMALLY DO IT [ ] YES, I HAVE HELPED COLLEAGUES DO IT [ ] • NO, I HAVE SEEN IT DONE [ ] NO, I AM NOT FAMILIAR WITH THIS JOB [ ] • ) If you have performed this job before, have you come across the following problems? • Correct dimension of the shutters • I HAVE NEVER HAD PROBLEMS [ ] I HAVE HAD PROBLEMS [ ] • Riveting of beams • I HAVE NEVER HAD PROBLEMS [ ] I HAVE HAD PROBLEMS [ ] SELF-ASSESSMENT INDEPENDENCE OF EXECUTION: IDENTIFYING THE MATERIALS, READING THE DRAWING 1) Different materials must be used to prepare the sheathing (wood, iron…), which must be identified on the basis of the technical drawing and the design indications. Have you ever had to choose the materials personally and withdraw them from stores while at work? YES, I NORMALLY DO IT [ ] YES, I HAVE SOMETIMES DONE IT [ ] NO, I HAVE NEVER DONE IT [ ] 2) Different materials must be used to prepare the reinforcement (straight reinforcement tools, stirrups, strips,…), which must be identified on the basis of the technical drawing and the design indications. Have you ever had to choose the materials personally and withdraw them from stores while at work? YES, I NORMALLY DO IT [ ] YES, I HAVE SOMETIMES DONE IT [ ] NO, I HAVE NEVER DONE IT [ ]

40. THE ASSESSMENT: criteria Reinforced sheathing for iron cage and pillar Surname: : Date: Name: 1 2 3 4 5 Recognises and takes Recognises and takes the link necessary to the link necessary to Can not identify create the sheathing, Does not always recognise create the sheathing, (describe correctly) Recognises and takes paying attention to the and take the correct link making an effort to try and the link necessary to the correct link to quality of the lining IDENTIFICATION OF to create the sheathing, keep the quality of the create the create the sheathing, (presence of knots and NECESSARY MATERIALS does not always recognise lining high (presence of knots sheathing and can not recognises and takes the “smoothness” of the plate) and take the rods and and “smoothness” of the distinguish the diameters of rods and the stirrups of also making sure that stirrups of the right diameter plate), also making sure that the tools necessary to the right diameter to the total of the linings to construct the cage the total of the linings create the cage construct the cage coincides with the exact coincides with the exact measurements of the sheathing measurements of the sheathing 1 2 3 4 5 Prepares 4 shutters of Prepares 4 shutters of Prepares 4 shutters of suitable width to create suitable width to create suitable width to create Prepares 4 shutters of the sheathing, taking care the sheathing, taking care the sheathing, though suitable width to create that the beams that the beams PREPARATION OF THE SHUTTERS leaving a gap of more than the sheathing, leaving a gap are placed at the same are placed at the same TO CREATE THE Prepares 4 shutters, 1 cm between the linings from 0.3 to 1 cm between distance, performing a distance, performing a SHEATHING taking the wrong measurements and without taking care the linings and takes care correct riveting of the correct riveting of the that the beams are placed that the beams are placed beams (crossed screws) beams (crossed screws) at the same at the same distance and making sure that the making sure that the distance linings of the shutters shutters do feature gaps not feature gaps

41. THE ASSESSMENT: the score Reinforced sheathing for iron cage and pillar Surname: Date: Name: DESCRIPTION OF OPERATION MARK OBTAINED Weighting MARK IDENTIFICATION OF NECESSARY MATERIALS 1 2 3 4 5 1 5 PREPARATION OF THE SHUTTERS TO CREATE THE 1 2 3 4 5 3 15 SHEATHING INSTALLATION OF THE SHUTTERS 1 2 3 4 5 3 15 USE OF TOOLS: LEVEL, PLUMB, TROWEL, FLOAT, MEASURE 1 2 3 4 5 1 5 COMPLYING WITH SAFETY REGULATION ONSITE 1 2 3 4 5 3 15 ARRANGEMENT OF THE SHEATHING: VERTICAL POSITIONING 1 2 3 4 5 3 15 PREPARATION AND INSTALLATION OF THE IRON CAGE 1 2 3 4 5 3 15 SPEED OF EXECUTION 1 2 3 4 5 3 15 TOTAL MARK 100

42. Professional role: BRICKLAYER SEE ATTACHMENT Interreg. Project III A “CO.G.I.T.O. Skills: Organised Crossborder Integrated Management”