Paide, Estonia
December 18 – 21, 2008
Leonardo da Vinci Partnership Project
2008 - 2010
“Building the Best”
2008-0012-LEO-PP-09
On Thursday the 18th of December 2008, the first transnational conference of the
Leonardo da Vinci Project “Building the Best” as written in the work schedule
took place at Särevere Manor of Järva County Vocational Training Center in
Central Estonia. Organizations represented included N.E.T Association – Italy;
Lepido Rocco Association – Italy; BONUM Institute or Support of Education and
Entrepreneurship – Poland; and Wisamar GbR – Germany. Not present was
Panstwowe Szkoly Budownistwa – Poland.
The applied approach in using our model for determining best practices is #1 by
analyzing the teaching tools, methods and theoretical principles used by
vocational schools and enterprise trainers, and #2 studying and finding
agreement in best practices of teaching and training methods in consultation with
1
industry experts while noting the utility of new technology and innovative industry
practices.
Each partner opened by giving a short presentation about their organization and
expected role in this project. The conference proceeded with the defining of ‘best
practices’ by identifying pedagogical aspects; quality aspects and collection
methods, sectoral documentation, and reporting requirements; analyzing
methods and taking into account of the different contexts of each partner country;
and by identifying informational needs and barriers to learning and training. The
main challenges to overcome during this plenary conference were: what
information is deemed most important to explore in the course of this 2-year
project and how we will collect best practices from participating construction
companies and vocational schools. Team work here is essential to achieve these
tasks and it is important to take into consideration the European dimension as a
whole, not only the countries where partners come from.
The seven (7) main points identified during this conference and listed below
serve as the framework of our model by which we will observe and evaluate the
system of vocational training of construction trades in partnering countries. In
using this model we will be able to carry out a comparative work between
European countries for determining best practices.
1. apprenticeship system
2. level of cooperation between schools and firms
3. connection with construction unions
2
4. training of enterprise trainers
5. teaching materials/curriculum
6. continuing education program for teachers to gain new skills
7. feedback loop
With this in mind, teachers and partner experts decided upon several aspects
using these seven (7) points as guidelines in examining the apprenticeship
system used by European vocational schools and enterprises. These include:
how cooperative agreements between vocational schools and enterprises are
initiated and organized; how well teachers and students function in this system;
what functional improvements are needed; the extent of the cooperation and how
it is maintained and strengthened, especially the communication between
vocational teachers and enterprise trainers; how often the vocational school
provides training to enterprise trainers and at whose expense; and to identify and
propose a solution should a gap exist between the teaching materials and
curriculum applied by vocational schools and the actual needs and expectations
of enterprises operating in the marketplace.
3
Once the model was defined and teacher’s observations noted, the newly
developed model was applied for the first time during our visit to AS Paide MEK,
an Estonian company that constructs buildings and metal frame structures
employing approximately 120 people. Järva County Vocational Training Center
has strong ties with this company that regularly receives 30 – 40 student
apprentices each year. In 2006 – 2007 there were 45 students that did their
vocational practice at this firm. All partnering organizations were represented at
this meeting.
1. How satisfied is this company with students and how often do they hire
students for a permanent position after graduation?
2. Has this company noticed something lacking in students?
3. Does this company have a special contract with the vocational school?
4. How does the company get new information on technical standards? How
do they get informed of industry changes? Do they share this information
with the school?
5. What does the company do to retain trained workers, what incentives are
in place?
6. What motivation or incentives are in place for company workers to train
students?
During this visit we attempted to apply the new model as best as possible, but did
not follow it exactly as planned, the main reason being we had only just defined
the model and not written out for partners to reference during our visit.
Summarizing discussions we learned that at this enterprise it is up to the
students on how well they do the work and it is the trainer’s decision on how
much work they entrust to the student based on the level of trust between them.
One problem area identified is that the labor laws and qualification system in
Estonia are deemed too rigid. As one example, prior to apprenticeship the
company needs students to have been already nationally certified in first-aide,
not just studying it as a matter of course work; they must be officially certified.
Otherwise companies at their own expense end up paying to teach the same
information again, but for official certification to meet national requirements.
No formal contract exists between the company and Järva County Vocational
Training Center, although this has been considered. Realistically, it is not
possible to say the firm will take a certain number of students because it depends
on the kind of contracts they secure during the year. Rather, the vocational
school influences students to come to this company, and many students return
for their second apprenticeship training because they like working there, which is
also seen as a plus by managers since students already know how to work well
in their position.
4
Several company employees have been trained to train students, which has
been very beneficial, but has been at the company’s expense. The company is
interested in having more of their employees trained as trainers of students by
the vocational school. However, another rigid government requirement is that
trainers must have a pedagogical degree to be qualified as workplace trainers.
This company itself evaluates workers to get a pay grade level and few workers
have the necessary qualification to teach. Then, in terms of motivating trainers,
thus far this role has been voluntary, but the company does give workers a 10%
raise to teach students. Company management believes this system could be
improved by having the government to pay this amount, especially since the
company is already losing out because workplace trainers are unable to do the
job that they were hired for because their time is monopolized in training
students.
AS Paide MEK has several long-term employees that the company strives to
retain by providing good working conditions and caring for them. The company is
able to retain good employees because they are a reliable company to work for.
In looking back, our partnership learned and accomplished much during our 2-
day First Transnational Conference. In review, we learned more about partner
organizations and deepened our relationship in our pursuit of common aims.
Each partner presented information about themselves and we determined roles
and responsibilities. Discussions ensued resulting in a defined model to be used
when analyzing teaching tools, methods and applied principles for determining
best practices in vocational teaching and enterprise training of construction
trades. This model was partially tested during our visit to the local construction
firm AS Paide MEK, that led to a deeper understanding of enterprise needs and
how the apprenticeship system might be improved in the future in relationship
and function with participating enterprises.