REPORT ON VET PROVIDERS AND EDUCATIONAL

Report on VET providers and educational challenges in Europe in the field of advanced manufacturing in the transport sector

11 Introduction

REPORT ON VET PROVIDERS AND EDUCATIONAL CHALLENGES IN EUROPE IN THE FIELD OF ADVANCED MANUFACTURING IN THE TRANSPORT SECTOR

Sector Skills Alliance for Advanced Manufacturing in the Transport Sector


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DisclaimerThe European Commission support for the production of this publication does not consti-tute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the informa-tion contained therein.

AcknowledgementsSKILLMAN Alliance acknowledges the following contributions:Giovanni Crisonà and Stefano Tirati (1), Renzo Salimbeni (2), Vibeke Nørgaard and Yasser Hannan (3), Rita Davey, Andrew Warren, Darren Clement and Rachael McCorriston (4), Danele Bassan (5), Paula Cresswell and Roy Pumphrey (6), David Morgan, Darren Fogerty and Nicola Dolan (7), Giancarlo Colferai and Rosa Anna Favorito (8), Björn Borgelin (9)The European Community publications as the main reference of specific information about the joint policy, the technology roadmaps and about the main European projects on the transport technologies.

(1) Centro Studi “Cultura Sviluppo” (IT)(2) Institute of Applied Physics “Nello Carrara”, National Research Council (IT)(3) Teknisk Erhvervsskole Center (DK)(4) Jaguar Land Rover Ltd (UK)(5) FIAT Research Centre (IT)(6) Birmingham Metropolitan College (UK)(7) Excellence, Achievement & Learning Ltd (UK)(8) CEPAS (IT)(9) Scandinavian Airlines Systems (DK)


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Index

1 Introduction 5

1.A EU Policy and Quality framework 5

1.B European Tools for the Educational Systems and the Labour Market 8

1.C The SKILLMAN Alliance 16

2 Qualification frameworks 28

2.A National Public Bodies: showcase DK model 28

2.B Sectoral bodies: showcase EAL model 34

2.C ISO Norms: showcase CEPAS model 37

3 Trends in the Labour Market and in Vocational Education and Training 41

3.A Labour market intelligence and training needs 41

3.B Challenges for the education systems 45

3.C Education and Training in the Aviation Industry in Europe 46

3.D Education and Training on Robotics 53

3.E Education and Training on ICT in manufacturing 57

4 Repertory of the educational offer 67

4.A Composite and lightweight materials 67

4.B Robotics programming and maintenance 93

4.C ICT and production processes 112


41 Introduction

1 Introduction


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1 Introduction

1.A EU Policy and Quality frameworkThere are over 23 million unemployed people across Europe and half of them are con-sidered long-term unemployed being outside from the labour market for more than 12 months. The picture become even more worrying when looking at the situation of young-sters who cannot find jobs, over 4.5 million, and those who do not complete formal edu-cation, 4.4 million.The young people across Europe, aged 15-24 year olds, who are neither in employment, education or training (NEETs), have overcome the stunning number 7 million.At European level, we face the paradox that employers claim that they cannot find people with the right skills to fill over 2 million job vacancies.We provide here an overview of the main pillars of the European policy context in order to provide a framework for the analysis of the European tools for transparency and mobility and then analyse the specific characteristics of the skills shortages and educational offer in the three priorities selected by SKILLMAN.

1.A.1 EU2020Europe 2020 is the long term, ten-year growth strategy, adopted by the European Union in 2009. The strategy is aimed at not only overcoming the crisis but also generating a sig-nificant change to establish the foundations for a more competitive economy with higher employment1.

Europe 2020 strategy is articulated around five ambitious goals within three main pillars and seven flagship initiatives:• Smart growth, promoting investments in education, research and innovation:

• Digital agenda for Europe• Innovation Union• Youth on the move

• Sustainable growth, boosting the adoption of renewable energies and decreasing rele-vance of the low-carbon economy:• Resource efficient Europe• An industrial policy for the globalisation era

• Inclusive, promoting job creation and reducing poverty:• An agenda for new skills and jobs• European platform against poverty.

Since 2009, the European Union has coordinated policy actions at European and National level pursuing the following main five targets:• Employment: securing employment for at least 75% of the 20-64 year-olds• Research and Development: investing 3% of the EU’s GDP in R&D• Climate change and energy sustainability: reducing greenhouse gas emissions by 20%

1 For more information: http://ec.europa.eu/europe2020/index_en.htm


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(or even 30%, if the conditions are right) as compared with 1990; attaining 20% of en-ergy from renewables and increasing by 20% of energy efficiency

• Education: reducing school drop-outs below 10%; attaining the completion of third level education by at least 40% of 30-34–year-olds

• Fighting poverty and social exclusion: reducing people in or at risk of poverty and social exclusion by at least 20 million European citizens

The European Commission provides on-going monitoring of activities made by member states and periodically publishes reports on progress towards the Europe 2020 targets. Specific actions and initiatives are accomplished also within the framework of European Semesters.

1.A.2 ET2020Education and training 2020 (ET 2020) is the framework for cooperation in education and training aiming at supporting national actions and policy reforms addressing common challenges, such as answering skills shortages, fostering employment opportunities, fac-ing pressures of innovation, technology and growing competition2.

ET 2020, via Working Groups of experts and dedicated forums, promote the exchange best practices, capacity building and advice on national policy reforms around four main challenges:• Making lifelong learning and mobility a reality;• Improving the quality and efficiency of education and training;• Promoting equity, social cohesion, and active citizenship;• Enhancing creativity and innovation, including entrepreneurship, at all levels of educa-

tion and training.

2 For more information: http://ec.europa.eu/education/policy/strategic-framework/index_en.htm


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The following specific benchmarks have been set for Education and Training by 2020:• At least 95% of children (from 4 to compulsory school age) should participate in early

childhood education;• fewer than 15% of 15-year-olds should be under-skilled in reading, mathematics and

science;• the rate of early leavers from education and training aged 18-24 should be below 10%;• at least 40% of people aged 30-34 should have completed some form of higher edu-

cation;• at least 15% of adults should participate in lifelong learning;• at least 20% of higher education graduates and 6% of 18-34 year-olds with an initial

vocational qualification should have spent some time studying or training abroad;• the share of employed graduates (aged 20-34 with at least upper secondary education

attainment and having left education 1-3 years ago) should be at least 82%.

Although each European member state is responsible for own education and training sys-tem and financially support reform and national initiatives, Erasmus+ provides funding at European level to stimulate policy reforms and to promote innovative projects at all levels of education and for all age groups.

1.A.3 European Skills AgendaThe European Commission has presented the new work programme which includes a “New Skills Agenda for Europe” aiming at “promoting skills development, including the mutual recognition of qualifications, supporting vocational training and higher education and reaping the full potential of digital jobs3.”

The initiative is linked to the policy objectives of ET2020 and aims at contributing to rais-ing the quality of education and training systems and promoting intra-EU mobility, with a special focus on work-based learning. Furthermore, the Skills Agenda address both the early schools leavers (4.4 millions) as well as the low skilled adults (around 68 millions), which include the long-term unemployed.

The main themes of the skills strategy have been identified in:• From the demand side, anticipating skill needs• From the supply side, modernising the skills provision

3 For more information: https://ec.europa.eu/priorities/work-programme-2016_en


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• Improving the mechanisms for the recognition and transparency via EQF, Europass, quality assurance and credit system

• Promoting synergies to mobilize financial resources via European Social Fund, SF, Euro-pean Regional Development Fund, European Globalisation Adjustment Fund and other European programmes such as ERASMUS+ and Horizon 2020

1.B European Tools for the Educational Systems and the Labour MarketThe European Union has developed a number of tools which make it easier to understand the education systems in the EU countries as well as their labour markets and so to make it easier for students and workers to move from one country to another.

Greater transparency makes it easier for European citizens to choose where to study and work. Transparency tools support educational providers to offer more accessible and comparable information, as well as to improve their development strategies, quality and performances. Transparency represents a great advantage also for governments and poli-cy-makers with the processes of reforming their educational systems and labour markets.

1.B.1 European Qualification FrameworkIn April 2008 the European Parliament and Council adopted the Recommendation on the establishment of the European Qualifications Framework for lifelong learning (EQF).

The main innovation and added value of EQF is establish a common reference framework, which can be used to improve transparency and understanding between different qual-ification systems and their levels. The EQF includes both general, higher and vocational education and training, and once fully adopted should allow for improved transparency, comparability and portability of citizens’ qualifications, such as diplomas, certificates, etc.

Among the recommendations arising from EQF, in the perspective of promoting lifelong learning and supporting employability, mobility and social integration of workers and learners, each level of qualification should be attainable by a variety of educational and career paths. One of the key challenges is to establish and foster bridges between formal, non-formal and informal learning.

The EQF describes 8 levels of qualifications via descriptors for the three categories or di-mensions: “knowledge”, “skills” and “competences”, as shown in the figure below.

Across Europe, qualifications have largely been developed around learning outcomes and referencing themselves against the EQF levels, improving understanding, mainly in terms of degree of autonomy and complexity.

EQF adoption have also helped to improve quality assurance mechanisms across Europe by mainly:• Adopting quality assurance policies, procedures and internal management systems of

education and training institutions• Establishing external monitoring bodies or agencies for the evaluation of institutions,


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Fig.1 The eight EQF levels


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their programmes or their quality assurance systems • Focus on learning outcomes in addition to attention on context, input and process

EQF has also helped to highlight that quality assurance should contain a number of ele-ments, including measurable goals and standards, appropriate resources, consistent eval-uation methods, associating self-assessment and external review, feedback mechanisms and procedures for improvement, accessibility to evaluation results.

Although the degree adoption of EQF is currently under discussion among dedicated work-ing groups of Member States, we believe that it represents a valid measure supporting the implementation of policy reforms and objectives in the European educational system.

For instance in the Bruges Communiqué, explicit reference is made to the objective of raising the number of so-called higher VET: “Develop or maintain post-secondary or higher VET at EQF level 5 or higher, as appropriate, and contribute to achieving the EU headline target of 40 % with tertiary or equivalent education”.

Furthermore, the transparency introduced by EQF facilitates the attainment of another political objective declared within the Bruges Communiqué, which is “promote flexible pathways between VET, general education and higher education, and enhance permeabil-ity by strengthening the links between them.”

1.B.2 ECVETThe Recommendation of the European Parliament and the Council on the establishment of a European Credit Transfer System for vocational education and training (ECVET) was officially adopted during the Czech presidency in May 2009.

The adoption and implementation of ECVET in the participating countries is voluntary.It aims to facilitate the recognition, validation and accumulation of learning outcomes of individuals aiming to acquire a qualification which:1. Improves the general understanding of learning outcomes 2. Increases transparency, cross-border citizens-mobility between and within Member

countries3. Fosters learners and labour mobility and portability of qualifications in a borderless area

of lifelong learning 4. Supports flexibility of programmes and pathways to achieve qualifications, enhancing

the opportunities for lifelong learning 5. Makes it easier to recognise the learning -including non-formal learning- achieved by

learners in other contexts

ECVET implementation is supported by a number of actors a European and national level, including ECVET Support Team, ECVET Users’ Group, Erasmus+ National Agencies and ECVET National Coordination Points.


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1.B.3 ESCOESCO is the multilingual classification of European Skills, Competences, Qualifications and Occupations. ESCO is part of the Europe 2020 strategy.

ESCO was launched by the European Commission in 2010, with an open stakeholder consultation involving DG Employment, Social Affairs and Inclusion – supported by the European Centre for the Development of Vocational Training Cedefop – as well as external stakeholders, from the public/private entities and social partners.


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The ESCO classification is aimed at identifying and categorizing, around clusters of 27 oc-cupational families, skills, competences, qualifications and occupations relevant for the EU labour market and education and training. ESCO portal allows cross category research and it is freely accessible for anyone, mainly meant to be used by officers and professionals active in the field of employment and labour active measures.The first version and premiminary mapping pilot of ESCO was presented in 2013. The work plan foresee to revise and finalize all classifications by 2016 and publish a new ful-ly functioning release within 2017, with all 27 sectoral occupational families Reference Groups: the occupational profiles and semantic structures developed by the sectoral Ref-erence Groups will replace the ESCO v0 data.

Fig.2. ESCO v1 data model

Fig.3 Screen Shot of ESCO database


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OccupationsOccupations in ESCO are organised in a hierarchical structure clustered in 27 occupational families. The groups of sectoral breakdown-occupation are inspired by the statistical clas-sification of economic activities in the European Community (NACE) while it is also refer-enced against the International Standard Classification of Occupations (ISCO), to allow an alternative hierarchical structure, useful for statistics.

Skills and competencesESCO offers within the skills and competences pillar, detailed information on occupa-tion-specific and cross-sectoral knowledge, skills and competences.

Skills and competences are organised in a hierarchical structure, with distinction between “essential skills” and “optional skills” for any give occupation.

Navigation through ESCO allows to link all occupations using a given skill or knowledge. The screen shot here describes for instance occupations using “hydraulics” as an essential skill.

QualificationsThe qualifications pillar in ESCO offers information on Qualifications in use at national level but regulated at European level, including qualifications, certificates and licences linked to tasks, technologies as well as qualifications and certificates linked to occupations and sectors. In addition, ESCO integrates repositories of national qualifications referring to the Europe-an Qualifications Framework (EQF).

RelationshipESCO database allows the identification of content and information relevant for different sectors, different occupations and different qualifications.In particular, ESCO highlights the relationships between the three pillars and each occupa-


141 Introduction

tional profile is articulated in: • essential knowledge, skills and competences • optional knowledge, skills and competences • qualifications relevant on the European labour market

The new release of ESCO database supports the transparent identification of how to ob-tain a qualification though specific knowledge, skills and competences.

1.B.4 EQAVETThe European Quality Assurance Reference Framework (EQAVET) is a voluntary system for public or private bodies involved in quality assurance in vocational education and train-ing4.

EQAVET supports the continuous improvement of VET systems by sharing and promot-ing the adoption of common references, in the perspective of both raising the quality of educational offers as well as facilitating mutual recognition of skills and competences across member states, thus facilitating learning and work mobility.

EQAVET is based on the involvement of a wide range of stakeholders and on the es-tablishment and coordination of National Reference Points, contributing to a culture of quality in education and training and supporting the monitoring and implementation of the Reference Framework within the context of the Education and Training 2020 Strategy.

EQAVET provides support and practical steps for improving quality assurance in VET with-in both Regional and National systems, as well as within the framework of individual ed-ucational providers, by enabling stakeholders to compare their activities against shared indicators under each of the so called “building blocks”.

EQAVET focuses on procedures and tools to gather data in all phased of the process, in order to monitor progress and compare own performances and activities against the EQAVET indicators proposed for each of the four phases of the quality cycle.

4 For more information: http://www.eqavet.eu


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1.B.5 CEDEFOP Skills PanoramaSkills Panorama “turns labour market data into useful, accurate and timely intelligence that helps policy-makers in making their decisions on skills and job in Europe5.”

Skills Panorama objective is to support European education and training systems to track the fast evolution of the labour market, identifying skills needs as a prerequisite to ensure that qualifications and curricula are in line with what is required by the labour market.

CEDEFOP via Skills Panorama offers to both policy markers and educational providers labour market intelligence, by comparing data, highlighting trends, analysing specific eco-nomic sectors or technological developments.

European stakeholders have the opportunity with Skills Panorama to be more responsive on the changes in the economy by a better and more informed understanding of skills needs and labour market requirements.

5 For more information: http://skillspanorama.cedefop.europa.eu


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The analysis on skills provided by CEDEFOP under Skills Panorama is articulated around four complementary dimensions:• People and Skills offers insights on the skills of pupils and of active population, the qual-

ifications of those in the labour force and their participation in training• Future Jobs describes the changes and the future projections in the demand for skills

and jobs, their evolution by occupation• Matching Skills and Jobs provides indicators on skills and labour market mismatches,

such as under-skilling, under-utilisation of skills, skills obsolescence, long-term unemploy-ment, NEETs

• Labour Market Context provides information on specific labour market trends and eco-nomic indicators and conditions, which influence employment opportunities and skill needs.

1.C The SKILLMAN AllianceVocational Education and Training and has revised its purposes in 2010, with a new stra-tegic objectives long-term definition (2011-2020 decade) elaborated with the Bruges Communiqué6.

With this act, the European Ministers for Vocational Education and Training, the European Social Partners and the European Commission, called for a VET reform to ensure better alignment with the market needs. The European Commission started to tackle its aims with various initiatives such as public consultations, development of tools and systems to support the transparency and recognition of qualifications, like the European Quality Assurance Framework and the European Credit System for VET and, starting from 2012, to promote the European cooperation within specific sectors of the economy, the Europe-an Commission, building his strategy on the experience of the ‘Leonardo da Vinci’ sector based projects, has started to finance the creation of Sector Skills Alliances between

6 The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020


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three core groups of stakeholders including the VET providers and researchers, the sector stakeholders beneficiaries and the VET regulatory authorities and decision-making bodies.

The European Sector Skills Alliances have been thought to answer to an important edu-cational problem, to tackle the skills gaps and to enhance the responsiveness of the Eu-ropean initial and continuing VET systems to the sector-specific labour market needs and demand for new skills.

1.C.1 Concept, aims and characteristics of Skillman AllianceThe Skillman Alliance aims to deliver concrete and innovative solutions to skills needs and emerging challenges in the field of Advanced Manufacturing for the Transport Sector with special reference to the Automotive and the Aerospace sector.

The promoters think that within the transport sector, between automotive and aerospace and referring to energy performance, advanced materials and production processes and to the use of ICT and wireless technologies, the common challenges can be best dealt with by establishing a cross sectoral partnership with key stakeholders from the different sectors, interested in and committed to share knowledge and solutions for a more effec-tive and efficient offer of vocational and technical education and training.

Based on this opinion, the Skillman Alliance represents a sustainable complementary network of key players in the field of Advanced Manufacturing in the Transport Sector, engaged to promote synergies and cooperation among businesses, VET providers and regulatory bodies and to secure a significant impact at national and international level.

The Alliance collects members of different and complementary dimensions both in terms of scope of action, size, field of expertise and legal framework like Jaguar Land Rover, FIAT FCA and SAS, together with public and private renown research centres like the Ital-ian Centro Nazionale delle Ricerche , active in advanced manufacturing for the transport sector, who act in the Alliance as the key international players with expertise in the energy performance of production processes and products, in the integration of innovative com-bined materials and nanotechnologies and in the infotechment and wireless technologies.

A cross sectoral approach is researched by the Alliance, also involving top educational providers experienced in the designing of curricula based on learning outcomes and qual-ity assurance framework (EQAVET, ECVET and EQF) as well as in the promoting of entre-preneurship via formal and informal education . As an Alliance member, the educational providers deliver the state of the art of the educational pathways and apprenticeship schemes in the field of manufacturing for the transport sector and establish a strong cooperation with both the large and the small and medium sized companies businesses also involved. Both of them are mixed up to cooperate and support the dissemination and the exploitation of Alliance deliverable’s by embedding, within their respective contexts, relevant qualifications and educational pathways.

The Alliance is also enriched by the presence of some of the most important European accreditation bodies that are specialized and publicly recognized within the framework of the European Co-operation for Accreditation. EAL, for example, one of these members, is the leading employer-recognised awarding organisation in the UK for the engineering and


181 Introduction

manufacturing. The role of the accreditation bodies is to ensure a legal value to the joint curricula via existing multilateral agreement on mutual recognition between accreditation activities and reciprocal acceptance of accredited conformity assessment stipulated by the European Co-operation for Accreditation.

The Alliance is committed to promote learning mobility initiatives involving its members with the support of the Europemobility Network, currently composed by 313 school mem-bers, covering 31 EU and not EU Countries, more than 70K Staff, 3K Mobile staff, 700 K Learners and 19K Mobile learners. The selection of beneficiaries of mobility activities is made among learners and staff of organizations taking part in the Alliance either as full members or as Associated Partners. Mobile learners must have completed the core modules of the Alliance joint European curricula or similar modules to be recognized by the Alliance while trainers must pertain to VET organizations active in the focus areas of Advanced Manufacturing for the Transport Sectors, relevant to energy performance, ad-vanced production processes and robotics, infotechment and wireless technologies.

Again regarding mobility, the Alliance declares to adopts the quality principles, procedures and tools established by ECVET and therefore promotes the adoption of a memorandum of understanding, as a written learning agreement based on identification of learning out-comes structured according to units of learning. Furthermore, adopts the Quality Devel-opment Tool developed by Europemobility Network, which foresees a number of quality indicators and concrete actions to be undertaken before, during and after any mobility exchange as well as those activities focused on continuous improvement of the mobility operations.

The ‘Observatory on Advanced Manufacturing for the Transport Sector’ is instead the Al-liance initiative that ensures the continuity of the labour market intelligence activities as well as the relevance of the joint European curricula in connection with emerging technolo-gies. Via its Observatory the Alliance wants provide an effective answer to the constantly and rapidly evolving scenario of new technologies affecting the advanced manufacturing in the transport sector.

For this reason, the Alliance promotes also an additional wide and complementary net-work of organizations active and interested in the field of Advanced Manufacturing with the purpose of supporting their direct involvement in order to secure exploitation and adoption of deliverables and outcomes within different regional and national contexts. They belong both to the business world, like SMEs and supply chains organizations and to the educational framework, like educational providers or regulatory bodies and are includ-ed in a network of ‘Associated Partners’, aiming to establish a wide geographic dimension and to cover all European member states as well as many neighbouring and extra EU countries. At the moment, the number of these organizations is quit limited, compared to the declarations, even if the organizations are well distributed on the EU territories7.

1.C.2 The Alliance organizationThe organizations taking part in Skillman from different countries own a key expertise in their own specific field related to Advanced Manufacturing within their specific sector.

7 http://www.skillman.eu/map


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Thus, one immediate significant result is that the concept of an Alliance structured like Skillman, offers a unique opportunity for these key players to merge their efforts in de-tecting, at high level, the skills needs and in defining innovative curricula in line with com-petencies and skills requirements.

The transnational synergy and cooperation platform established by the Skillman Alliance appears as an opportunity and extremely value added multiplying mechanism not only for the advantage of partners involved in the Alliance, but also for the benefit of the wider Eu-ropean VET system who could establish direct link via long term cooperation agreements envisaged for Associated Partners and openly accessible to any interested stakeholder external to the Alliance. Fore these reasons, the effective cooperation across the Alliance’s members has been based on a number of complementary measures which contribute to secure, among all organizations involved, sound understanding about overall and own ac-tivities, goals, milestones, as well as procedures and arrangements for reporting, monitor-ing and management . But nevertheless such good bases, a certain initial difficulty among the members has been noted especially in setting up common VET background references and the development of the templates, designed to host the curricula contents.

To reduce these potential of failures, the Alliance has signed with each member, a ‘Bilateral Agreement’ establishing specific responsibilities, tasks, milestones, financial involvement and procedures for conflict resolution and has established a Coordinating Body in charge of the leadership and coordination including the management rules, the activity plans, the decisions about the deliverable characteristics and specification and the internal evalua-tion as also to take fast decisions to ensure that Skillman Alliance meets its objectives.

To deploy the activities and deliver the outputs, the Alliance has instead designed three Thematic Commissions which have been responsible, in the early stages of the Alliance activities, to choose their specific problem area or challenge affecting the Advanced Manu-facturing in the Transport Sector and which continue to work around this theme designing innovative solutions and joint European curricula.

The Thematic Commissions adopted their problem area while keeping a cross sectoral approach within the research, the development and the promotional activities, aimed at stimulating synergies and cooperation agreements between business and VET providers.

The Alliance owns a strict procedural organization regarding the decision making process-es and in addition to face to face ordinary meetings, foresees monthly online meetings to ensure continuous communication and monitoring enabling all members to share in-formation about accomplished and planned activities, identify gaps or pitfalls and agree upon solutions to be undertaken. The online meetings are all recorded and available for reviews and insights and this material it’s supposed to be useful to us to well understand the functioning of the Alliance.

Taking in consideration their experiences in previous initiatives, the Alliance’s members consider necessary to meet in person at least twice a year, in order to consolidate com-mitment, secure team building, and reach common vision on action plan to be implement-ed . Once a year one specific session of face-to-face meeting is open to the Associated Partners and the external relevant stakeholders, supporting Skillman in widening its scope of action and impact and every year the alliance organizes at list one international con-


201 Introduction

ference. Nevertheless the number of the initiatives already deployed in around one and half year life, shows a very active commitment of the members , only the first planned international conference has been regularly held in Turin in 2015, because the second in-ternational conference organization initially planned in Ankara has unfortunately suffered the consequences of the terrorist attacks being moved to Brussels and furthermore also postponed to a date not yet defined, due to the successive bombs launched in the Bel-gian’s capital in March 2016.

In order to analyse attainment of quality standards and indicators the alliance organises also a six monthly activity and financial reporting where each member states the progress achieved against agreed milestones and tasks as well as it declares its own financial ex-penditure. This on-going monitoring and evaluation it is supposed to be supported by the involvement of an external evaluator, but the person in charge for this role has been re-cently just identified and being still under the contracting phase, she has not yet produced any significant evidence apart a written work plan.

Regarding the ICT tools implemented, the Alliance own a management platform, aimed to keep safe the daily communication and interaction among the Alliance’s members, offering the possibility to monitor in real time milestones and tasks assigned to each or-ganization, to share files and documents within a repository, to secure effective internal communication via the discussion forums, to manage the communication and the pro-motional activities building shared contact details of relevant external stakeholders and Associated Partners.

1.C.3 The target groups and their roles on impact and lifetime sustainabilityThe Skillman Alliance wants impact the market establishing a sustainable network of key and complementary players in the field of Advanced Manufacturing in the Transport Sec-tor providing the state of the art solutions to competencies and skills needs faced by the automotive and aerospace industries8.

With this purpose, the alliance has established a short term target to involve at list 200 organizations in the first three years, active as VET providers, regulatory bodies or as organizations with sector specific expertise, ensuring an additional complementary dimen-sion of the impact at international level.

The Alliance is conceived as a one-stop-shop for any requirement related to competencies and skills needs, as well as general information on technological trends in Advanced Man-ufacturing in the Transport Sector specifically for automotive and aerospace and the adop-tion of the joint curricula within the Alliance’s members aims to ensures an immediate and consistent impact, thanks to the size and relevance of the members and their identified skills needs which are therefore addressed.

In terms of target groups addressed, the Alliance wants equip its members, the VET pro-viders, with joint curricula supported by guidelines for trainers, open educational resourc-

8 Technology and Skills in the Aerospace and Automotive Industries - Evidence Report 76, UK Commission for Em-ployment and Skills, 2013


211 Introduction

es, e-learning platform and a network for transnational cooperation and for learning mobil-ity. Furthermore, the Alliance provides also a specific capacity building technical support to facilitate the access to the solutions and the adoption of the joint curricula by additional external VET providers. Other organizations, not VET providers, but owning sector specif-ic expertise, can benefit from Skillman Alliance by the creation of cross sectoral synergies between automotive and aerospeace sectors, bringing together large sized companies with SMEs and generating cross fertilization and potential business opportunities for mu-tual benefit.

In terms of impact, another target group, the regulatory bodies, can identifies in the Al-liance a forum for facilitating mutual recognition of qualifications based on learning out-comes and units of learning, adopting ECVET and EQF standards and based on ESCO oc-cupational profiles. For all these reasons, the Skillman Alliance aims to push and maintain active and in continuous development all the following aspects:

• The Sector Skills Alliance Open Network, enabling business world, representatives from both large as well as small and medium sized companies, to exchange views and infor-mation with VET representatives and practitioners on skills requirements in the field of Advanced Manufacturing for the Transport Sector, by the means of Thematic Commis-sions focused on key sectoral challenges

• The tertiary qualifications and corresponding educational programmes and higher ap-prenticeship schemes in the field of Advanced Manufacturing, focusing on energy per-formance, innovative materials and nanotechnologies and infotechment and wireless technologies

• The short-cycle qualifications and corresponding educational programmes aimed at re-skilling and up-skilling workers in the field of Advanced Manufacturing, focusing on energy performance, innovative materials and nanotechnologies and infotechment and wireless technologies

• The educational programmes for trainers in the field of Advanced Manufacturing, using blended learning approach , ICT and Open Educational Resources as well as transnation-al study visits and in-company job shadowing

For all these purposes, the Alliance shows a twofold strategy that start form the creation of a solid, wide and multifaceted network of organizations interested and active in the field of Advanced Manufacturing, embedding VET practitioners, business representatives and regulatory bodies form different countries. In this sense, it seems that the Skillman Al-liance wants become the marketplace, one-stop-shop for anyone interested in- and work-ing with- solutions on energy performance, wireless technologies and innovative com-bined materials for the transport sector and wants provide easy and immediate access to information on technological developments, sector specific qualifications and educational programmes for youngsters, workers and trainers in this field.

A second aspect resulted about this Alliance’s twofold strategy, is the offer, via its mem-bers, of value-added services and products to all relevant stakeholders active in Advanced Manufacturing for the Transport Sector. The Alliance wants be perceived and become a service provider able to offer relevant services and products in line with market needs and sector specific requirements, but this purpose is maybe too high and appear more difficult to be reached also in consideration to the very different characteristics of the Alliance’s members. Anyway, the Alliance’s members declared officially the aims to become the


221 Introduction

marketplace for qualifications, educational programme, knowledge base on state of the art solutions and technologies on Advanced Manufacturing in connection with energy per-formance, wireless technologies and advanced materials for the transport sector.

1.C.4 Methodological approachSKILLMAN adopts the European transparency tools for the conception and development of the joint curricula.In particular SKILLMAN has adopted the following mechanism to ensure compliance with • EQAVET criteria and indicators, in the conception, development and delivery phases, to

ensure quality of the of the curricula• ECVET standards and templates to ensure common approach and harmonization of

curricula, declined into learning outcomes and units of learning; ECVET is adopted also to ensure common framework for mutual recognition, accumulation and transfer of learn-ing outcomes

• EQF is used to jointly define the level of the curricula and educational offer• ESCO database of occupations, skills and competencies is used to secure compliance of

SKILLMAN occupational profiles and learning outcomes with existing profiles

The first step adopted by the Alliance has been to identify the occupations to be targeted by the educational provisions, the key tasks and the corresponding key competencies, to be described in terms of skills and knowledge.

The template developed by SKILLMAN is conceived as a joint effort where industrial part-ners set the priorities, in terms of job analysis and tasks which are perceived as challeng-ing due to skills shortages or technological innovation and labour market demand.

Educational partners and awarding bodies cooperate then with field experts to identify, for each task, the corresponding requirements in terms of competencies, skills and knowl-edge.


231 Introduction

When defining the level of the educational offer, in addition to the competences, knowl-edge, and skills, SKILLMAN adopts the following additional dimensions:a. Complexityb. Responsibility

As for the first criteria, the following are the type of questions which might be used to discern the degree and level of Complexity:1. Balance between specialist knowledge and broad knowledge: A higher level includes

that specialist knowledge is grounded in a broad knowledge2. The extent of the tasks: Are you to solve tasks defined by others? Or re you to identify

and delimit the tasks to be solved in different situations?3. Unpredictability: To which extent are the knowledge, skills, and competences to be

used in different and unpredictable situations?

As for the second criteria, the following are the type of questions which might be used to discern the degree and level of Responsibility:1. Are you responsible for your own or for others’ work?2. How great a part of the production and/or the service process are you responsible for? 3. Responsibility for development of competence

The definition of the level is based on National Qualification Frameworks, while alignment is ensured by referencing to the European Qualification Framework.

Partners have used Ploteus online tools to secure common understanding and compari-son in relation with EQF levels, across the participating countries.


241 Introduction

Level Italy Denmark UK QCF8 Dottorato di Ricerca (Research

Doctorate) PhDPhD degree Vocational qualification level 8

7 Laurea Magistrale (Master’s degree)

Master degree (Candidatus)Master degree (within adult education)

National vocational qualification level 5Vocational qualification level 7

6 Laurea (bachelor’s degree) Bachelor degreeDiploma degree

Vocational qualification level 6

5 Diploma di tecnico superiore (Higher Technical education diploma)

Academy profession degree Level 5 vocational qualificationHigher National Diplomas (HND)

Level 4 vocational qualificationHigher National Certificates (HNC)

4 Diploma professionale di tecnico (Professional technical diploma)Upper secondary school diploma for vocational schools

Certificate for three-year upper secondary degreeVocational education and training

GCE AS and A levelNational vocational qualification (NVQ) level 3Functional Skills level 3

3 Attestato di qualifica di operatore professionale (Professional operator certificate)

IVET GCSE A*-CHigher diplomaNational vocational qualification (NQF) level 2Functional skills level 2

2 Certificato delle comptenze di base acquisite in esito all’assolvimento dell’obbligo di istruzione (Professional operator certificate)

Certificate for 10th grade of Folkeskolen

GCSE G-DFoundation diplomaFunctional skills level 1

1 Diploma di licenza conclusiva del primo ciclo di istruzione (Lower secondary school leaving diploma)

Certificate for 9th grade of primary and lower secondary school

0 Entry level 3Entry level 2Entry level 1


251 Introduction

The table below illustrates one way of differentiating between two levels.

Level 4 Level 5Complexity1 – specialist/broad

Regarding own workKnowledge = principles, processes, ideas, and understanding of the work area seen in a broad context in society and internationally

Comprehensive specialist knowledge, factual and theoretical, with regard to methods and theory. Comprehensive cognitive as well as practical skills

Complexity2 – extent

Solve own tasks and also identify and delimit these. Can choose tools, methods, techniques, and materials and evaluate quality in relation to the concept of the company and ethical rules and other quality parameters

Is able to present creative solutions on abstract problems and combine different skills

Complexity3 – unpredicted

Can handle situations with some unpredictability with regard to changing/new tasks, changing working places, changing groups of colleagues/ customers

Can evaluate, adjust and develop the work in unpredictable situations and communicate about the work in interdisciplinary connections

Responsibility1 – own or others’

Responsibility for own work and perhaps also the work of colleagues. Is able to plan cooperation between different actors in the workplace

Responsibility for own and others’ work in larger processes, that is plan, carry out and make quality control of own work and that of others’ – also staff groups of which the person is not a member

Responsibility2 – product/service

Quality assurance with regard to standards, the concept of the company and other quality parameters. The responsibility includes choice of working methods, service

Estimate service deliveries and definition of the amount of work. Economical responsibility with regard to keeping budgets within a production or a service delivery. Responsibility of safety work. Responsibility of certification/authorization

Responsibility3 – competence

Independent information retrieval with regard to method and material in relation to general development within the branch

Actively strengthening of competences with the perspective of further education, for instance through delimited leading tasks or professional/general education

In order to ensure common grounds for effective cooperation, the partners have agreed on shared definitions based on ECVET documents9.

Competence The proven ability to use knowledge, skills and personal, social and/or methodological abilities in work or study situations and in professional and personal development.

ECVET points Numerical representation of the overall weight of learning outcomes in a qualification and of the relative weight of units in relation to the qualification.

Knowledge The outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that are related to a field of work or study.

Learning outcomes Statements of what a learner knows, understands and is able to do on comple-tion of a learning process defined in terms of knowledge, skills and competence.

Qualification Formal outcome of an assessment and validation process, which is obtained when a competent institution determines that an individual has achieved learn-ing outcomes to a given standard.

Skills The ability to apply knowledge and use know-how to complete tasks and solve problems.Unit of learning outcomes

Component of a qualification, consisting of a coherent set of knowledge, skills and competence, which can be assessed and validated.

As a result of the consultation processes within the SKILLMAN partnership, based on the expert advise of Metropolitan University College of Copenhagen, the partnership have developed the following template to describe Learning Outcomes which are clustered in coherent Units of Learning which compose the curricula and form the basis for the accred-itation and certification mechanisms.

9 “Get to know ECVET better – Questions and answers” - http://www.ecvet-team.eu/de/system/files/documen-ts/14/questions-answers-about-ecvet-21/04/2010.pdf


261 Introduction


271 Introduction

2 Qualification frameworks


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2.A National Public Bodies: showcase DK modelVET in Denmark is organized according to the dual principle, meaning that the social part-ners play a key role in relation to both the content and organization of VET. Moreover, the Danish VET system is characterized by a high level of stakeholder involvement where not only the social partners, but vocational colleges, teachers and students are involved in development of VET based on consensus and shared responsibility. In general one does not speak about accreditation for VET programmes, only for the higher EQF levels. Level 3-4 are “godkendt” in Danish = acknowledged.

While there is much common ground between IVET and adult education and continuing training, with some vocational colleges offering both, the exact composition of the two organizational frameworks differs in terms of precisely which organs and institutions are involved, and the two fields will, therefore, be presented separately.

The IVET system is centralized in terms of providing nationally-recognized qualifications (de-cision-making level), and to some extent (pedagogically) decentralized as VET providers are autonomous in terms of adapting VET to local needs and demands (implementation level).

The Danish education and training system can be divided into two parallel parts:(a) the mainstream education system;(b) the (vocational and general) adult education and continuing training system

Vocational upper secondary education and training – IVET – includes agricultural, commer-cial, technical, and social and healthcare programmes.



The Danish education and training systemThe adult education and continuing training system mirrors the qualifications provided within the mainstream system, but is designed specifically for adults and also provides opportunities for gaining supplementary qualifications. As such, the two parallel systems combine to provide a framework for lifelong learning.

Social partnersThe social partners play an institutionalized role at all levels of IVET, from the nation-al advisory council on vocational upper secondary education and training (Rådet for de grundlæggende Erhvervsrettede Uddannelser, REU) advising the Ministry of Education on principal matters concerning IVET to playing an advisory role at local level through local training committees, comprised of representatives from the social partners who advise colleges on local adaptation of IVET. Their most important role is to ensure that provision of VET is in line with the needs of the labour market

REU Advisory councilREU consists of 31 representatives from the social partners. In its advisory capacity to the minister of Education for IVET and production schools, the council monitors develop-

The Danish model of stakeholder involvement



ments in society and highlights trends relevant to IVET. The council makes recommenda-tions to the ministry regarding establishment of new IVET programmes and adaptation, amalgamation or discontinuation of others.REU Advisory council meets 8-10 times a year and its members comes from a broad range of organizations:The Confederation of Danish Employers (DA), founded in 1896, is a non-profit organisa-tion funded by subscriptions from member organisations. DA represents 14 employers’ organizations with a membership of more than 28,000 Danish private companies in manufacturing, retail, transport, services and construction. DA’s objective is to influence national, regional and international policy-makers in order to increase the competitiveness of Danish companies and their access to a skilled labour force. Over the past 15-20 years, DA has through collective bargaining agreements and support for political labor market reforms contributed to developing “flexicurity”. As a precondition for competitive Danish companies in a global world, DA continuously works to further de-velop a flexicurity 2nd generation. At the national level, DA represents the interests of its member organisations in relation to the political system. As regards labor market regulation, DA is there to ensure the ef-fective coordination of mutual interests when collective agreements are negotiated. DA is not a direct party in the continuous bargaining, but must ensure the necessary and suffi-cient coordination among member organizations, when they conclude new agreements. Any conclusion of a collective agreement is subject to the approval of DA. In keeping with the Danish tradition for regulating the labor market through collective agreement rather than legislation, DA supports and promotes the use of collective bar-gaining and considers it vital to ensure that labor markets are regulated through collective agreements as far as possible.

The Danish Confederation of Trade Unions (LO), is the largest national trade union confed-eration in Denmark and is recognized as the most representative workers’ organization in both the private and the public sector. LO’s main objective is to handle employee interests vis-a-vis employers and authorities. Through its cooperation with associations, cartels and other trade union organisations, LO seeks to influence the government and the political parties when it comes to drafting and implementing legislation, especially in relation to labor market policies. In its role of coordinator in relation to central collective bargaining, LO strives to secure common, overall demands. The Danish trade union movement has already achieved a wide range of its Local Local Government Denmark/ Danish Municpalities (Kommunernes Landsforening)

The rational issue behind the creation of larger municipalities has been to improve their ability to handle the increasing number of municipal tasks. The municipalities have thus taken over a number of new activities, among other things environmental control, adult education and specialized social services.Another new task for the municipalities is in the field of employment policies. The new employment system is organized with local job centres so that citizens and companies have a single common access point to employment activities. The idea is to put the pres-ent activities under one roof instead of a shared responsibility between the state and the municipalities.



Danish Regions (Danske Regioner)Danish Regions is the interest organization for the five regions in Denmark.

Danish Regions’ overall mission is to safeguard the interests of the regions nationally as well as internationally.The most important tasks of the organization are:• to safeguard regional government interests within health care, hospitals, special educa-

tion, regional development, environment and finances• to act as spokesman on behalf of the regions vis-à-vis national government, the EU,

other interest organizations and the media • to negotiate the annual financial frames of the regions with national government• to negotiate pay and working conditions for regional employees as the regions’ central

employers and bargaining organization

Teachers´ organizations, schools´ unions and pupils/ students organizations.Ministry of Education participates in all meeting in the council.

Tasks of the councilFollow the development of the Danish society closely and point out developments and tendencies, which might have an impact on the VET educations and their content. Keeping their observations in mind the council reports to the minister in case there is a demand of changing the VET programmes, close some down or inovate them.Another task is to overlook the existing VET programmes and estimate whether there is a need of a more optimal combination of the VET programmes – one might merge two programs to one.

National trade committeesNational trade committees (faglige udvalg) constitute the backbone of the IVET system. Approximately 50 trade committees are responsible for 109 main courses. The commit-tees normally have 10 to 14 members and are formed by labour market organizations (with parity of membership between employer and employee organizations).

Among their core responsibilities, national trade committees:(a) perform a central role in creation and renewal of IVET courses by closely monitoring de-velopments in their particular trade and have a dominant position in formulating learning objectives and final examination standards, based around the key competences deemed as required in the labour market;(b) conduct relevant analyses, development projects, etc., and maintain close contact with relevant stakeholders;(c) decide the regulatory framework for individual courses within boundaries set by the legislative framework – they decide which trade is to provide the core of the training, the duration of the programme, and the ratio between college-based teaching and practical work in an enterprise;(d) approve enterprises as qualified training establishments and rule on conflicts which may develop between apprentices and the enterprise providing practical training;(e) function as gatekeepers to the trade as they are responsible for issuing(f) Journeyman’s certificates, both in terms of the content, assessment and actual holding of examinations.


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Industriens UddannelserIndustriens Uddannelser, partner in the SKILLMAN project, is responsible for acknowledg-ing courses and apprenticeship programmes in the following vet programmes:Automation and processing, Garment technologist, Boat mechanic, CNC-Technician, Bike and motor bike Mechanic, ICT and DATA programmes, Digital media, Electronic Technician, Electronic Operator, Construction Plant and Agricultural mechanic, Film and TV production Technician, precision Mechanic, Aircraft maintenance Technician, Utility Operator, Windmill Operator, Tool Technician and Web integrator.

Industriens Uddannelser was established 1st of July 2000 as an independent institution by Dansk Metal (The Danish Metalworkers Union), 3F (United Federation of Danish Work-ers) and DI - Dansk Industri (The Confederation of Danish Industry).The task of Industriens Uddannelser is to service each trade committee in their work to determine the vocational content, duration, structure and aim of the different vocational education and training programmes (VET) and Continuing Vocational Training Programmes (CVT) in Danish industry.

MissionIndustriens Uddannelser (IU) is developing future-orientated educations and by doing this we are contributing to the development of Danish industry and its employees.

VisionWe document to our owners that our education development is valuable to our users. Our owners regard us as the education secretariat which has the highest standing and ability to work with both education development and operation in a committed, efficient and professional way.Users (enterprises, current and potential employees in the industrial field) express that our vocational education and training programmes (VET) and continuing vocational train-ing programmes (CVT) are attractive and valuable to our users and meet their needs of competences.Professional contributors (committee members, LUU members and examiners) are active-ly involved in our education development. They recognize the way we manage our respon-sibilities regarding education and our ability to collaborate in order to create and develop attractive and valuable education.



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Collaborators (schools, education secretariats, ministries, organizations, foundations) see us as the leading and most vigorous education secretariat and identify us as the most attractive collaborator when it comes to Vocational Education and Training Programmes (VET) and Continuing Vocational Training Programmes (CVT).Our employees have a proven high job satisfaction and loyalty. Our employees appreci-ate in particular the daily work, IUs good reputation and the favourable opportunities of professional and personal development. We create the framework to ensure that the full potential of our employees is unleashed.ManagementThe responsibility of the day-to-day operations in Industriens Uddannelser lies within the CEO who is appointed by the board of directors. The CEO employs one or more Heads of secretariats as agreed with the committees of whom he/she will be in charge.

The Head of secretariat is responsible of the management relating to professional compe-tences and the personnel, including assisting the committees.

Local training committeesLocal training committees, meanwhile, are affiliated with each vocational college and en-sure close contact between vocational colleges and the local community, improving re-sponsiveness to particular local labor market needs. They consist of representatives from local employers and employees, appointed by national trade committees, as well as repre-sentatives of staff, management and students appointed by colleges. Training committees work closely alongside colleges in determining the specific curriculum at colleges, including which optional subjects are available. They assist and advise national trade committees in approving local enterprises as qualified training establishments and in mediating conflicts between apprentices and enterprises. Finally, training committees help to ensure enough suitable local training placements.

VET providersColleges assume everyday responsibility for teaching and examination. As stated, they work closely with local training committees in determining course content. As self-govern-ing institutions, vocational colleges are led by a governing board with overall responsibil-ity for the administrative and financial running of the college and educational activities in accordance with the framework administered by the Ministry for Children and Education. The board consists of teachers, students and administrative staff representatives, and social partner representatives. The board takes decisions regarding which programmes are offered at the college and their capacity, imposes local regulations and guidelines, guarantees responsible administration of the college’s financial resources including ap-proval of budgets and accounts, and hires and fires the operational management (director, principal, dean or similar).

Governance of adult education and continuing training Cooperation with the social partners is an integral part of national labor market policy, also in areas primarily regulated by statute: for example, health and safety at work, job placement services, measures to combat unemployment, and unemployment insurance. Likewise, while adult vocational (continuing) training (AMU) is the overall responsibility of the Ministry of Education, the social partners are involved at both national and local levels, playing a key role in management, development, priority setting, organisation and quality



34

assurance, as well as being represented on school boards and educational committees (40).

In the adult education and continuing training system, the same institutionalstructure exists as in IVET (Figure 4), with the following bodies ensuring involvement of the social partners in development of adult education and continuing training:(a) a national council for adult education and continuing training (Voksen og efteruddan-nelsesrådet, VEU-rådet), responsible for advising the Minister for Education on all matters concerning adult education and continuing training;(b) 11 national, trade-specific adult education and continuing training committees (efter-uddannelsesudvalg) responsible for developing the form and content of programmes and courses within the frameworks set out by this legislation and for drawing up joint compe-tence descriptions;(c) local training committees advising colleges and AMU training centres on local adapta-tion of adult education and continuing training.

VEU/ The National Council for Adult Education and Continuing Training is part of efforts to increase links between the two areas of general and vocational adult learning, thereby better enabling a holistic view of the individual’s competence requirements.

2.B Sectoral bodies: showcase EAL modelExcellence Achievement and Learning Ltd (EAL) is the specialist, employer-recognised awarding organisation for the engineering, manufacturing, building services and related sectors.

At the simplest level, a UK Awarding Organisation has three key functions:1. To develop qualifications that fulfil a known industry need; that means developing

the structure, content (or syllabus) and assessments based on nationally recognised standards approved and designed by employers and Sector Skills Councils (SSCs) and Standard Setting Bodies (SSBs).

2. To provide external quality assurance and assessment of qualifications to its approved Centres … by supporting qualification delivery, ensuring providers are delivering against set frameworks consistency and encouraging best practice, the awarding organisation ensures learners achieve the standard required by industry.

3. To award certificates to each learner who successfully achieves a qualification … only when the awarding organisation has ensured that the learner has met the criteria will they issue an official, nationally recognised certificate.

Additionally, EAL offers a range of supporting services, tailored to the needs of our cus-tomers and the industries they serve, and delivered by employer dedicated experts.Since 1964, EAL has been awarding superior vocational qualifications and apprenticeship frameworks that cover the underpinning knowledge and competency needs of Industries such as; automotive, aerospace and railway. Developed to the highest technical standard, our qualifications are regularly updated to reflect regulatory and technical changes which meet the current and future skills needs of employers training providers and learners in our core industry sectors.



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EAL recognise the value of skills in the work environment which are essential for economic growth and bringing a number of wider social benefits. Through our programme of con-tinuous improvement we strive to meet the demand from employers for high performing, high quality products. We support the providers of our qualifications with an exceptional level of service to ensure that learners are well prepared for the roles they plan to take on. Our commitment to partnering industry and focus on our core sectors gives us unrivalled knowledge and understanding of employer skills needs. This results in qualifications that carry weight and respect with employers and deliver real career benefits for learners.

In the last five years, 500,000 people embarked on an EAL qualification in schools, colleg-es, universities, private training facilities and workplaces the length and breadth of the UK and also Internationally. This places EAL as one of the UK’s leading AO’s of choice.

As well as being the leading provider of qualifications for our core sectors in the UK, we also work internationally with employers and providers who recognise the value of high quality, relevant training programmes and that they are regulated by recognised bodies.

Working collaboratively with industry, government and other stakeholders, we engineer employer-led skills solutions and create the highly skilled and dynamic workforce needed to re-energise industry and drive its future success.



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Commercial development of QualificationsEAL, as an established UK regulated Awarding Organisation develop a range of regulated qualifications which meet the requirements of Ofqual. Awarding organisations are responsible for the validity of their qualifications. The qualifi-cations we provide must be sufficiently valid, operating well in the wider educational and training system. For each stage in the lifecycle of a qualification, EAL can demonstrate the systems and approaches that ensure that our qualifications are sufficiently valid, rigorous and reliable. By lifecycle Ofqual monitor the progress of the qualification from its design, through to delivery of exams and other forms of assessment, and subsequent reviewWe also consider the broader educational, societal and cost impacts as we design and review our qualifications and all qualifications are developed with clear employer driven need.

Qualifications are vital for the future of the UK and European industry. EAL has been clear about supporting a requirement for apprenticeships to contain qualifications, and we will continue to work towards this goal. For us it is not just a matter of ensuring quality and standards, it is also a matter of people being able to embark on a career path that will guarantee them a bright future that is not bound to one employer. Lessening the freedom of skilled workers to change jobs and select their own path in life. Only nationally recog-nised qualifications give people that freedom.

EAL works with its industries to look at their talent pipelines helping to support schools and industries to instil core skills required through to full employment.



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2.C ISO Norms: showcase CEPAS modelCEPAS is an Italian a Personnel and Training Courses certification body established to answer and meet the market need to provide the highest level of competence and expe-rience in professional activities. CEPAS is also full member of IPC (International Person-nel Certification Association) www.ipcaweb.org, the sole international association which brings together the most important Auditor and Training Certification Bodies as well as some Accreditation Bodies.

CEPAS vocation is to certify personnel in accordance with ISO / IEC 17024 “Conformity assessment -- General requirements for bodies operating certification of persons”.



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We are accredited by ACCREDIA to operate as Personnel Certification Body in conformity with CEI EN ISO/IEC 17024:2004 (certificate n° 031C) and as Product Certification Body in conformity with ISO/IEC 17065UNI CEI EN 45011:1999 (certificate n° 152B).

CEPAS warranty in the provision of personnel accreditation supported by four founding and operational principles:• Impartiality: representation of all stakeholders inside the Body.• Independence: auditor and Committee guarantee no clash of interests with the organ-

ization to certify.• Correctness: European laws prohibit to give technical advice directly and through asso-

ciated companies.• Competence: accreditation certifies that verifying employers are professionally, cultur-

ally and technically qualified.

Accreditation released by CEPAS has an international dimension, based on the Interna-tional Accreditation Forum and its full membership within the International Personnel Cer-tification Association.

Our mission is to guarantee the market with an high quality of both personnel and training in the sectors where the demand is the highest. To this end, the “interested parties” are involved in the definition of requirements and certifications.

The approach to certifications/qualifications schemes in areas not already established and/or not covered by recognized standards, in the spite, during the start up phase (initial definition and implementation), is managed by CEPAS making use of the so called “ grand-parents” , chosen among the most deeply skilled and experienced and reputed experts recognized at national level for the subject matter.



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Certification of professionalism is the act by which a person’s skills are evaluated, on the basis of pre-established rules, attesting that they satisfy the requirements necessary to work in a specific line of business with competence and professionalism. The evaluation is performed by CEPAS, a third-party independent Certification Body.

All certified persons undergo periodical checks in order to confirm the constant practice of their professions, their continual professional development and their compliance with the ethical code. The certification of personnel, therefore, offers a constant and continual guarantee of the quality of the professional figure and at the same time allows to officially recognize and attest the skills of an individual Such a system represents an important factor in efficiency, efficacy and competitiveness in open markets and constitute an useful tool in preventing the development of protected markets.



401 Introduction

3 Trends in the Labour Market and in Vocational Education and Training


41


3.A Labour market intelligence and training needsGeneral trends affecting the labour and shaping the future of skills and jobs may be grouped around few main areas. Besides emerging technologies, we observe significant changes in the society, in the business economy, in the exploitation of resources and in policy making which must be taken into consideration when looking at middle - long term in order to determine the main characteristics of occupations in the future.

Although the manufacturing sector is expected to continue to decrease in size over the next decade, advanced manufacturing is expected to grow significantly, with the global market expected to double in size up to 2020.The growth in advanced manufacturing is forecast to lead to an increase in the number of high-skilled jobs in the sector. Growth in Research and Development (R&D) investment will increase demand for engineering jobs at graduate and intermediate levels.The introduction of new technology and the growing automation of manufacturing pro-cesses will also require all industry workers to have increased technical skills. In particular, it is expected that workers will require skills in digital techniques, computing, analytical thinking, machine ergonomics and manufacturing methodologies10.

10 EU Skills Panorama (2014) Advanced manufacturing Analytical Highlight, prepared by ICF GHK and Cedefop for the European Commission



In 2013, it was estimated that over 32 million people were employed in the manufactur-ing sector as a whole across the EU-289. The cross- cutting nature of advanced manu-facturing makes it difficult to relate overall manufacturing employment to advanced tech-nologies and skills. A European Commission estimate published in 2009 stated that the supply chain of key enabling technologies (‘advanced manufacturing systems’) provided ‘some 2.2 million jobs’10. Employment in ‘high- technology manufacturing’ in 2011 was estimated by Eurostat to be just under 2.4 million people11, which is less than 10% of overall manufacturing employment.While overall employment levels will remain fairly constant, with a small decrease in the reason of 4%, the pattern of employment will change as the market for advanced manu-facturing products grows. One estimate suggested that the EU advanced manufacturing market would grow by a third from 2008 to 2015. Robots and robot related products, which is expected to grow by 36.4% from 2011 to 2016 while 3-D printing, which expect-ed to grow globally by 13.5% from 2012 to 201711. The figure below shows that, from 2003 to 2011, growth in the supply of manufacturing and processing graduates (+54%) outstripped growth in engineering graduates (+22%), although it also shows a substantial increase in engineering graduates across the EU-27 in absolute terms. Similar growth has been experienced in the science, maths and comput-ing-relating subjects that also supply the advanced manufacturing sector.

The predicted growth in advanced manufacturing is most likely to be felt in western Eu-ropean countries, and particularly Germany, responsible for almost half of new patents,

11 European Commission (2013), European competitiveness report – Towards knowledge – driven reindustrialisation



followed by France (14%) and the United Kingdom (10%). Advanced manufacturing sector is characterized by knowledge-intensive with jobs associated to high-value and capital-in-tensive industries.

Advanced manufacturing technologies are relevant throughout the whole cycle, from de-sign to production process both within big industries and their supply chain.Developments in emerging and key-enabling technologies in the field of advanced manu-facturing are likely to lead to new manufacturing methods which will require workers to develop skills that are primarily ICT-based in:• digital techniques;• computing;• analytical thinking;• machine ergonomics;• understanding manufacturing methodologies (including design for manufacture, design

for assembly and design for automation)12

The number of jobs in manufacturing as a whole requiring high- level qualifications is pro-jected to rise by 1.6 million (21%) by 2025, whereas the growing automation of produc-tion processes will see the number of low- and medium-skilled jobs decrease by over 2.8 million13.Employers do, however, experience skills shortages related to increasing specialisation associated with advanced manufacturing. The fairly widespread growth in the number of engineering graduates over the last decade is not necessarily evenly distributed across engineering subjects. For example, in the United Kingdom, from 2003/04 to 2011/12, there has been a substantial rise in the number of graduates in civil engineering, chemical, process and energy engineering, mechanic engineering and, to a lesser extent, aerospace engineering. Over the same period, the number of production and manufacturing engi-neering graduates has halved, the number of electronic and electrical engineering gradu-ates has fallen by a quarter, and the number of general engineering graduates has also gone down14.

3.A.1 Hard to fill vacanciesAccording to Manpower, the top three shortages globally are skilled trades, engineers (second place for the third year running) then technicians15.

“Talent shortages continue to persist and are impeding employers’ ability to deliver value for their customers. Due to the lack of applicants with the right technical competencies, experience and soft skills, one out of three employers struggle to fill open roles. For near-ly a decade skilled trades and STEM positions are among the top 10 hardest jobs to fill, both globally and in the U.S.” Jonas Prising, ManpowerGroup CEO

12 Kurt Vogler-Ludwig, Nicola Düll (2012) The German labour market in the year 2030 – A strategic view on demo-graphy, employment and education (2013)13 Kapital Ludzki (2012), Analiza zapotrzebowania gospodarki na absolwentów kierunków kluczowych w kontekście realizacji strategii Europa 2020, Agrotec, Warszawa 201214 Engineering UK (2014), The state of engineering15 http://www.manpowergroup.com/wps/wcm/connect/manpowergroup-en/home/newsroom/news-releases/glo-bal+talent+shortage+hits+seven-year+high#.VbR7PhedQ3a



The figure above shows shortages in leading economies, hard to fill vacancies per country and main trends affecting skills shortages.

3.A.2 Emerging technologies and skills shortagesThe European Commission has established a multidimensional Task Force to address the open challenges and support the development of advanced manufacturing for clean pro-duction technologies in Europe. The Task Force has identified three main lines of action:1. Accelerating the commercialisation of advanced manufacturing technologies.2. Removing obstacles to demand for advanced manufacturing technologies.3. Reducing skills shortages and competence deficits.

Looking more closely at the UK by sector, the proportion of vacancies reported as hard to fill as a result of a lack of skills, qualifications or experience ranges from 10% in Financial Services to 30% in Manufacturing. Figure below shows the pattern of Skills Shortage Va-cancy density by occupation, sector and occupation within sectors.

It highlights in blue those occupations, sectors and occupations within each sector where the density is at least 30%. It is concerning to see several science, engineering and tech-nology sectors highlighted in orange (density of 30% or above) across the occupational groups.Manufacturing, including advanced manufacturing, represents the highest density for skills shortage vacancies.



3.B Challenges for the education systemsThe labour market and education policies should reflect a number of rapid, complex shifts which are observed around the world, including:• Emerging economies are acquiring stronger representation in global production chains• Demographic change and migration are changing the face of the workforce• Technological developments are slowly dissolving the boundaries between sectors and

are changing traditional modes of working• Organisational structures in business are evolving and becoming more flexible and more

networked

Education curricula have not, in the past, kept pace with the growing technological devel-opments in the sector, compounding the incidence of skills shortages16.

16 Manufuture (2006), Strategic research agenda – Assuring the future of manufacturing in Europe



While engineering employers have the potential to generate significant volumes in Eu-rope, the labour market will require meeting the forecasted demand for new vacancies in engineering enterprises. The biggest threat to success lies with education. Educational capacity, expressed in terms of volume is young people wishing study STEM subjects, nor the capability, in terms of specialist STEM teachers trained to a sufficient level to support this aim17.

STEMScience, Technology, Engineering and Mathematics

The growth in advanced manufacturing will require workers to both sustain a good under-standing of the skills required to utilise new ICT equipment and manufacturing techniques, as well as knowledge management skills. This will require broader training programmes, which integrate research with technology and manufacturing, from school level to gradu-ate and post-graduate levels.

The following sections analyse main findings in the three areas focused by SKILLMAN.

3.C Education and Training in the Aviation Industry in EuropeIn Aviation sector, the training market and the educational market is strictly regulated by the provisions and regulations. The aviation mechanic plays a vital part in the air transpor-tation industry of our nation. The nature of his occupation requires that both initial train-ing and subsequent in-service training provide him with the skills and technical knowledge necessary to perform “return - to - service” work with the highest precision and efficiency possible. Technological advances within the aviation industry are occurring at an extreme-ly rapid rate. These advances have created a need for additional aviation mechanics to maintain the sophisticated systems of modern aircraft. These technological advances have also made it necessary to update the instructional program currently being used in most aviation maintenance technician schools.

In the early days of flight, approximately 80 percent of accidents were caused by the machine and 20 percent were caused by human error. Today that statistic has reversed. Approximately 80 percent of airplane accidents are due to human error (pilots, air traffic controllers, mechanics, etc.) and 20percent are due to machine (equipment) failures.Aviation maintenance is a complex organization in which individuals perform varied tasks in an environment with time pressures, minimal feedback, and sometimes difficult ambi-ent conditions. Aircraft, as well as inspection and maintenance equipment, are becoming more complex. As the commercial aviation fleet ages, and work force of maintenance per-sonnel diminishes, maintenance workload is increasing. These pressures exacerbate the likelihood of human error in aviation maintenance and inspection processes. In fact, these errors have various effects on the aviation system; from inconsequential slips, to those which affect airline efficiency and passenger convenience, to those few which ultimately

17 Engineering UK (2015), The state of engineering



result in an accident. In recognition of this, the focus is now more toward understanding the nature of human error in aviation maintenance and inspection, and improving methods for detecting and managing these errors. The airline industry in the European Union is over 150 airlines operating the regular con-nections. In addition, it includes more than 400 airports and 60 navigation agencies. The airline industry in the European Union employs more than 3 million people. The airlines and the airports are responsible for producing more than 140 billion GDP in the EU.The competencies of the workers of the companies providing services in the airline sector are the key elements affecting safety.

3.C.1 Labour intelligence in the aviation industryThe Aviation Industry is estimated to be worth 4.5 Trillion dollars by 2030 (Bond, 2014). As such, the countries that have a large presence and for which large numbers of jobs depend are clearly anxious to maintain, if not grow their market share. As was recently discussed at a UK Education and Skills meeting organised by the Royal Aeronautical So-ciety (RAeS) the financial importance of the aerospace industry to the European econo-my is significant. Airbus forecasts that in the period 2014-2033, approximately 31,000 passenger aircraft are required at a value of $4.6tr (Airbus, 2014). The UK is a large and economically important European aeronautical industry, having a 17% share of the mar-ket. There is a concern that a significant proportion of the aerospace work could move to developing countries. An illustration of this possibility is indicated by the availability of new engineering graduates each year in India (450,000) and China (1,000,000) compared to the UK (6,000) and USA (16,000).

During the past 10 years, demand for commercial aircraft has been gradually expanding, due to continuous global growth in demand for passenger and cargo transport, particu-larly by air. (Fig.3)

Fig.3. New aircraft demand passenger and freighters



Current large commercial aircraft programs are meeting this demand.As these programs grow, new challenges will emerge for the supply chain. Suppliers will need time to develop new concepts, recruit and retain engineers and production staff, ensure production quality and meet delivery deadlines, and define the appropriate manu-facturing organizations and supply chains to satisfy aftermarket demand. The industry’s problems are related to skills gaps in current employees as well as the re-quirement to attract more people into the industry. The lack of young people educated in Science, Technology, Engineering and Mathematics (STEM) was highlighted in a report by the CBI and Pearson, which stated that shortages of STEM qualified technicians in the UK, was 29% (CBI/Pearson 2013). The report also recognised the need to maintain and develop the education and training for current employees and future ones, so that they have the tools and attributes required. The industry is constantly developing technology to improve aircraft performance and the efficiency of the operation of airports. This need for a growing number of trained personal can be further seen in statements made by most of the large aviation companies. For example, Airbus has reported: “Airbus has a proactive approach to working with Universities around the world to support the develop-ment of future talent. This includes implementing strategic programmes such as the Air-bus University Board as well as engaging with relevant academic and student networks” (Airbus, 2014a).

Boeing’s 2015 Pilot and Technician Outlook projects that between 2015 and 2034, the world will require 558,000 new commercial airline pilots and 609,000 new commercial airline maintenance technicians.The 20-year projected demand for new pilots and technicians by region is:(Fig.4)• Asia Pacific – 226,000 pilots and 238,000 technicians• Europe – 95,000 pilots and 101,000 technicians

Figure - New technicians by region 2015-2034



• North America – 95,000 pilots and 113,000 technicians• Latin America – 47,000 pilots and 47,000 technicians• Middle East – 60,000 pilots and 66,000 technicians• Africa – 18,000 pilots and 22,000 technicians• Russia / CIS – 17,000 pilots and 22,000 technicians

As airlines around the world work to address the demands of a global economy by ex-panding fleets and adjusting flight schedules, the industry is also seeking solutions to address the challenges of building a highly-skilled workforce to support the rapid growth.

In its 2015 Pilot and Technical Outlook, Boeing predicts that over the next 20 years, the aviation industry will need to add more than one million new personnel to the industry. According to Boeing, over 60% of those positions will need to be maintenance techni-cians—the individuals who repair and maintain aircraft and are responsible for inspections mandated by the Federal Aviation Administration (FAA).

The advancements in aviation and manufacturing technologies have resulted in aircraft that are far more reliable and capable of long-lasting operation, but the trends in fleet growth have and will continue to drive demand for more qualified technicians, especially as planes are pushed to their limits to accommodate busy flight schedules and airlines rely on local maintenance and repair operations (MRO).Like many industries, the need to fill workforce demands in the aerospace sector does not come without challenges. One of the major issues the industry is facing, especially when it comes to maintenance technicians, is an aging workforce. According to some reports, 0.7 people will retire for each new person entering the aviation industry by 2050.To combat a workforce that does not appear to be on pace to meet future demands, the industry has to rely on resources that can properly attract and train the next generation of maintenance technicians—and do so at a level that ensure that they are skilled and properly qualified to work on today’s high-tech aircraft.By 2032, the commercial aviation workforce is expected to be almost double what it is to-dayi. The aviation industry has been hit with both financial instability and large scale retire-ments, and many aviation businesses are struggling to attract and retain qualified staff. Although the situation is a looming concern for the industry, we have had advance warn-ing. A number of industry analysts, IATA experts included, have predicted a sharp increase in air traffic demand, and it is no secret that the ageing baby boomer generation is nearing retirement.Together with key stakeholders from ICAO, Airports Council International (ACI), Eurocon-trol and Entry Point North, we discussed the challenges that are preventing aviation train-ing from reaching its full potential. Our challenges in training are being addressed; howev-er, we cannot lose sight of focusing on how we train, where the new talent comes from, and how we will retain it.

3.C.2 The regulation of trainings in the airline industryThe entire airline sector in the European Union is strictly regulated. The organizations es-tablishing the rules and supervising their observance are the International Civil Aviation Organization (ICAO), the European Aviation Safety Agency (EASA) and the national avia-tion authority - the Civil Aviation Authority (CAA).



In accordance with the regulations of EASA the following rules are applied to the Airlines & Aircrew sector:• Part-FCL:

Regulating the licensing of pilots and airline crew and methods of recognition of the national licenses in different EU countries and countries outside the EU (conversion of national license and license forms of non EU states),

• Part-MED: Medical requirements,

• Part-CC: Requirements for the cabin crew,

• Part-ARA: Requirements for supervision,

• Part-ORA: Requirements for training organizations, Flight Simulation Training Device operators (FSTD) and the Centers of the Airline Medicine.

The rules for certification of the airports and the airline crew basic trainings are described by the provisions of Part-ADR.AR, Part-ADR.OR and Part-ADR.OPS4. The provisions relat-ing to the Manufacturing & Aircraft Maintenance are exactly described as well:• Part-M:

Measures to be taken to ensure that airworthiness is maintained, including mainte-nance. Conditions to be met by the persons or organisations involved in such continuing airworthiness management.

• Part-145: Requirements to be met by an organisation to qualify for the issue or continuation of an approval for the maintenance of aircraft and components.

• Part-66:Definition of the aircraft maintenance license. Requirements for application, issue and continuation of its validity.

• Part-147:Requirements to be met by organisations seeking approval to conduct training and exam-ination as specified in Part-66.

The regulations described in the previous section do not specify the degree of education-al requirements depending on the workplace and the function in the airline industry. The rules say about licensing and certification of the crew. A good example is a plane pilot license or a helicopter pilot license.

In order to obtain such a license, a candidate must participate in a series of theoretical and practical trainings in the Aviation Training Centers Flight Training Organisations. In accord-ance with the provisions of EASA, the training center can be any entity that meets appro-priate requirements, specified in the regulations. The regulations do not specify the status of the entity -University or College. In order to obtain a license specified by the provisions of Part-66; a candidate must complete the relevant theoretical and practical training at the centre of Part-147 type. The centre can be any entity that meets the requirements.

Aviation is a field, in which the trainings in individual companies have a major impact on the proper functioning of the entire industry. Properly and comprehensively trained worker guarantees safety of the flight operations. For this reason, the training market, the educa-



tional market is strictly regulated by the provisions. Each worker, before it starts function-ing at the workplace, must attend the appropriate trainings to obtain proper licenses and certificates. However, even in such a highly regulated environment the competency gaps can occur. For this reason, the supplementary and periodic trainings are held. Education in aviation is the domain of private companies and external centers. The employer is re-sponsible for ensuring an adequate level of training. The properly prepared market of the educational services, including higher education, can significantly contribute to increasing the competence of the workers and the positive impact on the labour market, providing the employers of the Areonautical Industry with the adequately trained crews.

3.C.3 Main challenges of training developmentTraining ways: As aviation businesses grow, they will need to allocate sufficient resources to train the influx of staff. Frequent and recurrent training is a requirement for many pro-fessions in the industry and it further increases the strain on businesses.For this reason, They must streamline training to make it effective, timely and affordable for businesses. Changing skill requirements and new delivery methods makes it challenging for trainers to keep up with demand. Rapid technological changes, shifting corporate priorities and high turnover rates make it difficult to adequately prepare and deliver training materials by the time employees need the information and skills. Moreover, training has to be carried out in ways that are globally consistent.As internal and external training providers, They need to be able to provide relevant train-ing when it is needed. They need to be able to quantify the effectiveness of training, be-cause what participants learn and how they use this newly-acquired knowledge must be aligned with job performance requirements.The ability to integrate new technology in training methods to ensure that they meet growing needs is critical.

They should be taking advantage of the world’s 1.8 billion social media users and the stag-gering number of mobile device owners across the globe.It is also time to define the competencies, skills, and professional needs in aviation out-side of pilots, technicians, and air navigation services. Professional standards, in the form of professional designations, are an obvious solution.ICAO and the International Air Transport Association (IATA) have partnered in the defini-tion of professional designations through the ICAO-IATA joint I-Train programme.

The final piece of the puzzle will involve stronger lobbying to governments, regulators and industry groups to ensure the acceptance and implementation of these professional des-ignations as the expected global standard for aviation.

Attracting new talent Staffing, in general, will be an issue for many growing businesses. Filling positions will require a creative approach to attracting new and young talent. In aviation, interest in the industry began at a young age. Most would agree that a young person’s awareness of available aviation careers is often focused on the most visible, and seemingly glamorous, jobs. It is a big responsibility to shine a light on the many less-er-known job opportunities as well.Unlike the handful of certified aviation professions, there are few set paths for many of the other career opportunities available in the industry. Many jobs, particularly entry level



jobs in fields such as baggage handling, customer service and ramp handling, have a high turnover rate and offer little opportunity for career development.The situation is not much different for management-level positions. University programmes most often target professions such as human resources, management and accounting, which are common to a variety of fields. While programmes like these can lead to employ-ment in the aviation sector, what competitive benefits do they offer young graduates who may be considering other industries as well.The path to follow, as mentioned before, involves a clear set of professional entry points so that newcomers to aviation can plan, choose and implement their own professional growth.A global common standard is key to ensuring they attract talent that is mobile, flexible and with a clear professional future.Retaining talent: Aviation employers are just one group among many in a competitive, international market. Competing for the best talent and professionals on a global scale becomes more challenging when they consider developing regions.

3.C.4 The Use of E-learning in the Aviation SectorIn e-learning, any proposed or acquired methodologies should be implemented to meet the demanding training needs and focus on the core values of knowledge, skills and atti-tude. This applies to the total solution and the final product produced. Technological advancements in aviation and changes in aircraft technology have brought about new training approaches.Currently, the advantages and disadvantages of new training methods and teaching tech-nologies, for Part-66 and Part-147 in particular, are being evaluated.The training carried out with EASA’s proposed regulatory amendments for e-learning train-ing and “any digitalized tutoring devices at the training facilities”.The distinct aspect is aligned with EASA’s expectation to “provide a definition of these new methods. E-learning design and implementation is comprised of four stages: e-learning design, e-learning management, grading/ evaluation and other intermediary tasks. To ensure an effective outcome, visibility and accountability must be provided at all stages of training while the input/feedback of stakeholders should be welcomed.A reason for strong preference for e-learning, along with blended training sessions, is the global distribution of personnel within the aviation industry. Hence, the primary criteria which are taken into account when preparing any e-learning training are: mobility, ease of access from different locations, round-theclock availability, standardization and consisten-cy, and avoiding trainee fatigue as the result of long journeys.One of the challenges faced in implementing e-learning internationally is acquiring author-ity approvals for all civil aviation training areas, first domestically, then from international regulatory bodies.In the last decade, the use of e-learning in formal learning has increased as the expense of traditional classroom delivery has risen. Most organizations are looking to maximize the effectiveness of e-learning through technological innovation and to move beyond work-place skills.By establishing an effective e-learning environment, they have produced impressive re-sults in practice and in implementation.The term e-learning brings to mind “Everywhere, Everyone, Effective, Efficient, Embedded, Engaging and Every time”. The content is either custom-developed or ready-to-use and



can be adapted to a variety of learning styles. It can be delivered synchronously or asyn-chronously. It is scalable to the size of audience and can be applied in a formal or informal setting.Use of e-learning in operational training shapes the knowledge, skills, and attitudes of per-sonnel while making an organization more productive. E-learning reduces scrap learning and creates value when the knowledge and skills are ultimately transferred

3.D Education and Training on Robotics

3.D.1 Growth and the Impact on Jobs and SkillsWorldwide shipments of multipurpose industrial robots are forecast to exceed 207,000 units in 2015, up from around 159,000 in 2012. The tremendous growth in sales is largely driven by the automotive sector which accounted for almost 60 percent of new industrial robot installations in 2011. Consequently, the robot density is particularly high in coun-tries with a strong automotive industry and it is estimated that two to three jobs will be created by every robot in use, and two to three more for downstream jobs.

Robotics is poised to influence the industry for many years to come. According to Boston Consulting Group research, spending on robotics worldwide will quadruple from approx-imately $15 billion in 2010 to about $67 billion by 2025. The industrial sector will grow at the fastest rate – from $5.8 billion to $24.4 billion. Incorporating robotics will be a fundamental piece in the future of U.S. manufacturing. This will be no different for EU manufacturing

More evidence of a the challenge ahead can be found when examining the global ad-vanced manufacturing market, which is predicted to double in size to £750 billion by 2020, largely driven by developments in new technologies. The UKCES report ‘Skills and Performance Challenges in the Advanced Manufacturing Sector’ warns that the advances achieved through automation are at risk if the right people with the right skills are not available to support them.

According to a PwC survey of US manufacturers, over one-third of manufacturers said that the biggest impact robots will have on the manufacturing workforce in the next three years is that they will lead to “new job opportunities to engineer advanced robots and robotic operating systems.” And about one in four felt the biggest impact would be “more demand for talent to manage the robotic workplace.” Equally important is that 27% of manufacturers said the biggest impact would be “replacement of workers.”

Outside of the manufacturing industry, a recent Robotic and Autonomous Systems 2020 report found that the immediate area of need in the UK is for skilled researchers.

It is vitally important that investment is made at an early stage so that innovation is not starved of its primary resource. The provision of skilled researchers in RAS technologies who can move with confidence between academic and industrial organisations was found to be critical.



The European Commission believes that by 2020, there will be 75,000 new jobs at Euro-pean manufacturers of industrial and service robots requiring relevant skills or qualifica-tions, as well as 30,000 additional new high-tech jobs in robotics and 140,000 new jobs in European service industries using a broad variety of service robots.

However, overarching all the standard predictive market and employment data is the im-pact of Industry 4.0, which adds a further dimension of complexity when seeking to ana-lyse and set strategies to address skills gaps and challenges.

Referring to the networked processes, ‘smart factories’ or ‘smart engineering’ where in-dustrial technologies are integrated, Industry 4.0 points to collaborative robotics as one of current developments that is impacting the effectiveness and efficiency of production processes. This new class of collaborative robot interacts directly with humans, working alongside them. This is facilitating a new combination: the repeatability, strength, speed and precision of the robot and the adaptive skills of the human - dexterity, flexibility and problem-solving, with both working in the same space in the workplace. Whilst the in-dustry is still working to understand the longer term impact of this, it clearly points to a further and growing demand for people and skills in robotics and is seen as being a game changer in robotics.

The nature of engineering and technology have therefore changed over the past 20 years and require a different set of skills. This has led to a shortage of skills in areas such as robotics, which require software and programming skills along with engineering ability and this is set to increase as the impact of Industry 4.0 begins to be felt. Increasing invest-ment in research and development is also likely to result in employers requiring increas-ingly specialist skills among new entrants. Consequently there is likely to be an increased demand for STEM graduates educated to masters or doctorate level and alongside this there are now calls to focus on teaching digital skills to engineers, rather than competing with other industries and sectors over a finite number of individuals.



3.D.2 The Skills and Education ChallengesUnlike many other industrial skill areas and educational curricula such as mechanical and electrical engineering, robotics lacks a structure that develops individuals from level 2 to level 6. It has always been seen as a subset of wider manufacturing. Further to this, out-side of higher education, that is degree level education through universities, there are very few qualifications in this area, with only one or two units available to students studying a full qualification or via an apprenticeship.

For many working with robots currently, the route into the role has been via another man-ufacturing/production role and skills have been developed through a combination of on the job learning and via product specific training provided by the robot manufacturer. In fact, this product specific training has become the mainstay and go-to method of training in industry in the absence of national vocational qualifications.

The range of skills required are across a number of disciplines which also is counter to current traditional skill combinations packaged into qualifications, specifically;

• The ability to diagnose• The ability to repair• The ability to programme• A good level of general ICT skills and a positive correlation between ICT and skill level• A good level of general STEM subjects

The long established and well recognised route into industry in the UK is via an appren-ticeship and over many years the delivery of these has been honed and the critical col-laboration between education and industry sectors cemented. The result is an effective and well regarded entry route and progression structure that builds the engineers and leaders of the future. However with no apprenticeship framework in robotics, the subject remains a small element of this wider approach to skills development, as units in robotics are optional elements only. The impact of this is that not only is there a lack of skills to support the day to day, there is also a lack of understanding of the potential robots offer and the benefits they can bring to business. This in turn restricts the strategic thinking and ultimately the competitiveness of a business and the sector.

One of the key challenges in seeking to address skill needs and gaps, is that roles in man-ufacturing in particular are not the same across the industry and evolve to fit the needs of the business. Many of them require a product or role specific skillset and expertise in robotics but not an in depth, detailed understanding. This has restricted development, with employees having a narrow field of knowledge about a particular element of the ro-bot, making fault diagnosis problematic and also acting as a barrier to skills development.

The roles and their involvement in robotics include:

Safety Engineer- Programing safely- Commission safely- Safe equipment set up and monitoring of safety functionality- Collision monitoring



Joining Engineer- Rivet / spot weld application- Assessing pressure to apply in joining process- Orientation of programming- Understanding of joining process

Controls Engineer- PLC and logic control- Bus Networks and Protocols- PLC and Safety Bus- PLC Programming protocols

Pneumatics Engineer- Air Logic- Pneumatic drawings

Mechanical Engineer- Mechanical skills and experience- Motor gear box alignment- Weights and force

Design Engineer- Writing new code for new procedures and processes- Imaginative and creative

Fault Finding Engineer- Analytical Problem solving- Investigations using data- Techniques and process to identify faults

Environmental Engineer- Aware of energy usage- Optimise paths and Process- Use of Air / Power understanding

Process Engineer- Cycle time- Cyclograms- Process `understanding`

Virtual Engineer- OLP (off line programming)- Catia and robot path modelling- Operation of off line packages

Layout Engineer- Robot relative to job- Orientation in car line- Reach and payload



3.D.3 Current approaches to address the Robotics Skills GapMany educational agencies and institutions have identified the issue and over the last ten years much has been achieved in the UK to drive up the attractiveness of technical sub-jects and focus resources on building the future pipeline of skilled employees:• Prioritising cognitive skills - including STEM in Secondary Education through STEMNET

(the Science, Technology, Engineering and Mathematics Network) which creates oppor-tunities to inspire young people in STEM subjects through collaborative partnerships with industry.

• Prioritising Information Technology and Digital Skills though local and regional initiatives• Adapting Technical Education and training partnerships between businesses and voca-

tional schools.

3.E Education and Training on ICT in manufacturing

3.E.1 e-Skills for growth and jobsWhile competitiveness, innovation and job creation in European industry are increasingly being driven by the use of new information and communication technologies (ICT), the educational systems in Europe are challenged on how to best support and foster this process. Learners, workforce and leaders should acquire the knowledge and skills required to use these new technologies efficiently and to exploit this potential. The European Com-mission has promoted a number of initiatives to support this process and boost ICT skills across all Member States.

The strategic relevance of skills in ICT is widely acknowledged both at institutional level as well as among private stakeholders.Digital divide and the lack of ICT skills negatively affect growth, competitiveness, innova-tion, employment and ultimately has a negative impact on social cohesion in Europe.The labour market increasingly demands for individuals with creativity and innovation skills with the ability to constantly update themselves with the rapid development of new tech-nologies.



The current political debate push for a renewed framework of active measures supporting the process of promotion of e-Skills in the education systems and in the workforce, relying on actions at EU and national level in the field of education, training, research, industrial and employment policies, as well as in other areas including immigration and taxation18.

Technological innovation has a strong impact on the creation as well as on the destruction of jobs, and demands for new skills to be acquired. A detailed analysis of the French econ-omy showed that, while the internet had destroyed 500,000 jobs over the last 15 years, it had also created 1.2 million new ones – that is 2.4 jobs for every job lost (McKinsey, 2011). Growth brings employment – in Germany alone, it is projected that SMEs could

18 For more information: http://ec.europa.eu/growth/sectors/digital-economy/e-skills/index_en.htm

Figure – Forecast of occupational needs (Source Empirica)



create 670,000 new jobs by using technology effectively (The Boston Consulting Group, 2013). While digital transformation will create these new, specialised jobs, it will result in job losses too. On average, technological advances could threaten 54% of our workforce across the EU member states over the coming decades, with projections suggesting that northern EU countries will be less affected than their neighbours (Bruegel, 2014). To these should be added the potential job losses (and the impact on the economy overall) from businesses failing because they do not keep up with the pace of change19.

The figure below highlight, in dark red, those occupations in the ICT field which are more in demand in Europe as well as those occupations which are likely to decrease, in light colour. The new jobs created require very different skill sets from the ones destroyed.

Technological innovation in the digital sector is transforming the labour market and chang-ing the skills sets required by new jobs and the educational systems have a great chal-lenge in empowering the learner and the workforce to take advantage from the opportu-nities resulting from new technologies, while reducing the risks the bring alone.One of the key areas of improvement is concerned with the managers who require the necessary digital leadership skills and competences enabling them to identify relevant innovations, understanding their potential impact on their business, adopting and capital-izing on the opportunities.Other core ICT professionals, such as those resulting from the spread of Internet of Things, such as for big data analytics, cyber security and cloud computing are also highlighted to be at critical level in the 2015 e-Skills Manifesto.

In general, consensus is shared on the importance of broadening the efforts and initiatives to foster, both among learners as well as workers, the e-skills required in a digitally trans-formed economy and society.

3.E.2 E-leadershipIn order to secure economic growth and employment opportunities, leaders needs to evolve their skills to become e-leaders, mainly acquiring the ability to exploit technological innovation and advances in ICT.

The European Commission has granted a service contract for the implementation and provision of research, publications, educational events and seminars in the field of e-lead-ership20.

E-leadership skills focuses on the ability to understand trends and technological innova-tion and how digital transformation may impact on own organization. Since the digital transformation of working environments is transversal, new e-leaders are required both within private as well as public organizations, in order to secure improvement of efficiency and effectiveness.

19 For more information: http://eskills4jobs.ec.europa.eu/manifesto20 To know more see http://www.eskills-lead.eu/



In the business world, e-leadership means identifying, exploring and taking advantage of the possibilities provided by the digital transformation, understanding the impact of new ICT solutions on the business models, on the internal procedures, on the production methods.

Leader are required to constantly innovate at all levels and all stages of their organiza-tions and it appears that their readiness differs considerably across different size of busi-nesses, as shown in the figure below.

These trends open a number of dimensions and new potential focus areas to be ad-dressed by educational offer to support leader in fostering their e-leadership skills. Empiri-ca has identified three clusters and interdependent dimensions: the running of a business, its vision and strategy, its digital infrastructure and ICT solutions.

Clearly industry and production 4.0 underpins the raise of e-leadership skills, both at man-agement level as well as at operational and specialist level.



3.E.3 E-competence FrameworkThe European e-Competence Framework (e-CF) has been established as a tool to support mutual understanding and provide transparency of language through the articulation of competences required and deployed by ICT professionals (including both practitioners and managers). The e-CF is a sector-specific implementation of the European Qualifications Framework (EQF), at the service of ICT industry and professionals21.

The European e-Competence Framework (e-CF) provides a reference of 40 competences as required and applied at the Information and Communication Technology (ICT) work-place, using a common language for competences, skills and capability levels that can be understood across Europe22.

The European e-Competence Framework was launched in 2013 by the initiative of the European Union, in coherence with the e-skills agenda “e-skills for the 21st Century”, with the support of the European Commission, the Council of Ministers and of the “Grand Co-alition for Digital Jobs”.

21 The official web site of E-Competence framework http://www.ecompetences.eu22 To know more see: http://profiletool.ecompetences.eu



The online database of the e-Competence Framework is freely accessible and allows easy navigating through the 40 competencies, providing, for each listed competence, a descrip-tion, the determination of proficiency level referenced against EQF and a non exhaustive list of examples of knowledge and skills.

The 40 competences are articulated into 5 proficiency levels related to EQF levels 3 to 8, and clustered around 5 focus areas, which are:• Plan• Build• Run• Enable• Manage

3.E.4 ICT and industry 4.0Research bodies and a number of European associations representing businesses and manufacturers have called for the advent of a fourth industrial revolution, which is based on distributed Smart Systems, integrated in the Internet of Things.

Figure - The fourth industrial revolution



Among the key stakeholders at European level advocating for this fourth industrial revolu-tion we like to mentions the European Technology Platform for Smart Systems (EPoSS), the International Electrotechnical Commission (IEC) and European Factory of Future (EFFRA).

These organizations, together with their national associations and members have devel-oped a number of roadmaps for analysing Smart Systems, sharing information and docu-ments as well as suggesting methodologies for implementing skills needs analysis leading to new educational offers, curricula and qualifications in this field.

One relevant approach is to analyse the historical evolution of industrial revolutions in order to derive the first generic skills demands, serving as hypotheses for further analysis. A more in-depth analysis suggested by the roadmaps is to identify scenarios and technol-ogy/sector matrices for qualitative and quantitative skills needs analyses. Some research on skills needs has been already accomplished in relation with Industry 4.0, looking at both technological foresight, skills needs analysis and development of educational frameworks.

Roapmaps and scenarios

Observing the figure it is clear that the third and fourth industrial revolutions are mainly focused on Information and Communication Technologies (ICT). While the third industrial revolution used ICT for automatic control of production machinery, the fourth industrial revolution takes this to a qualitatively new level, which is characterised by the employ-ment of Cyber-Physical Systems (CPS).

Cyber-Physical Systems are distributed Smart Systems — microsystems or MEMS (Micro Electro Mechanical Systems) — including electronic, mechanical and possibly also optical or fluidic components.CPS usually include:• Sensing• Information processing• Actuating functions• Integrated in communication networks

CPS are therefore closely connected and relevant to the Internet of Things (IoT) paradigm and to shortening distance with human performance in terms of performing a number of complex processes including perception, cognition and action.

Pervasive Computing and Ambient Intelligence foster the “intelligent” capacities of CPS, which are increasingly pushing for more integrated cooperation of distributed systems.

Everyday life and housing, transportation and logistics and health care are all relevant field of potential implementation and integration of CPS while Industry 4.0 analyse how CPS may be implemented to support the digital transformation of industrial production processes.

Another significant trend which is impacting on industrial production processes, both in terms of conception and programming as well as in terms of processes and ergonomics, is the increase of Human-Machine-Interaction and Human-Machine-Cooperation. In 2015 this trend has resulted in the newly established ISO TS 15066, “Robots and robotic de-



Figure - Visual roadmap for pervasive computing

Figure - Visual roadmap for production technologies



vices -- Collaborative robots”, specifying safety requirements for collaborative industrial robot systems and the work environment23.

In this context, characterized by less fixed processes, safety-related competences will become more important as safety considerations will become more and more part of the work process which needs to be considered on an ad hoc basis.

Generic skills and integration with qualitative skillsAn integrative view across the technology roadmaps allows the identification of some ge-neric skills requirements. One of these requirements relates to the convergence between mechanical, electronic and software-based components or systems, occurring at different levels (macro, meso and micro).

In this framework, robotics appears to be one of the key development areas, with specific additional dimensions in the areas of robot-robot and human-robot cooperation.

Another key area arising from the analysis of roadmaps is bionics and its role in future de-velopments of robotic systems, pushing for significant progress in human-like perception, cognition and behaviour.

Qualitative skills needs As a result of these considerations and roadmaps, first hypotheses have been identified in terms of new occupational profiles to be in demand in new digitalized production pro-cesses.

One of the profiles, which has been selected by the SKILLMAN partnership is the Indus-trial ICT Specialist, which should combine expertise in electronics and ICT (hardware/soft-ware), building upon skills and competencies owned by existing Mechatronics Specialist.

Under this perspective, the Industrial ICT Specialist might be conceived as both an initial vocational qualification or a qualification to be gained by workers within up-skilling pro-grammes for Mechatronics Specialists.

Furthermore, while the Industrial ICT Specialist would be referenced as EQF 4 level, SKILL-MAN has decided to further investigate the relevance of a new profile, called Industrial ICT Manager, characterized by higher degrees of complexity and autonomy, being responsible for instance for the conception of innovative production lines, being referenced at EQF level 6.

Within Higher Education, future specialisations suggested by European associations and stakeholders include Master programmes in “Industrial Cognitive Sciences”, focusing on distributed sensor/actuator networks, robotics, perception (e.g. 3-D vision), cognition (e.g. action planning, cooperation; swarm intelligence) as well as “Automation Bionics” covering robotics, with emphasis on actuators (e.g. artificial muscles, limbs and organs), and per-ception/cognition aspects, looking at the biological perspective, in order to facilitate an “organic” cooperation between humans and machines.

23 For more information: http://www.iso.org/iso/catalogue_detail?csnumber=62996


661 Introduction

4 Repertory of the educational offer


67


4.A Composite and lightweight materials

4.A.1 Senior Technician in Composite Materials

Title Senior Technician in Composite Materials

Description The Senior technician in composite materials supervises a team of operators to manufacture in small and medium series of composite parts in a company working for professional sectors such as industry, aeronautics, wind , boat building, automotive and railway, health, street furniture.He/she is responsible for achieving, with the team, the planned manufacturing. He/she monitors the qualitative and quantitative results and contributes to the continuous improvement of its production sector. He/she sets up workstations, adjusts the equipment while ensuring preventive maintenance and launches production. He/she conducts the most delicate operations and those requiring a high level of responsibility such as the transfer of resin for the manufacturing of parts in a closed mold.His expertise technique brings him to participate in the definition, implementation and the development of means of production for new parts, particularly for the manufacture of molds.He/she may occasionally make parts structural repairs to conform.The job combines technical, interpersonal (team activities) and organizational skills.The work takes place in the studio, day or 2x8, often in small and medium enterprises (SMEs).All the modules (6 in total) provides access to the professional level IV (BP / bac pro) in Senior technician in composite materials. Partial qualifications, in the form of certificates of professional competence (CPC) may be obtained by following one or more modules: CCP - Organising and leading an island of manufacturing composite parts = module 1 + module 2 module +3 CCP - Participating in the implementation of a mold to prepare a composite part and put into production = module 4 + module 5 CCP - Repairing a composite part with structural defects, in the workshop or on-site = module 6 You have a period of 5 years from the award of the first CCP to obtain the professional title

Typology Short cycle ) Full programme (

Thematic Focus Robotics ) Composite materials ( Wireless and Industry 4.0 )

Country France

Structure DurationInitial training of Level IV of a flexible termAbout 9 months (1260 hours).The duration is indicative and adjustable according to the needs of people.The duration and content of that training are modular by region and level of participants.The training consists of 6 modules, complemented by an internship.Integration period. Welcome, introduction of training objectives, knowledge of the business environment, sustainability awareness, adaptation of the training course (1 week).Module 1. Implement widely composite parts molding techniques: implementations of the technical contact molding, of simultaneous spraying molding and eco injection and infusion molding (8 weeks).Module 2. Driving machining and finishing operations of composite parts: tracing machining references, conducting trimming, drilling, grinding and finishing of composite parts surfaces (3 weeks).Module 3. Organizing, facilitating and optimizing the operation of a composite part manufacturing island: arrangement of workstations of composite parts manufacturing island, animation of a composite parts manufacturing team, optimization workshop a process for producing a composite part (6 weeks).Module 4. Participating in the definition and implementation of a mold for composite part: adjustment to the definition of manufacturing a composite mold for composite part, making a composite mold for composite part (6 weeks).Module 5. Developing and preparing for the production of a composite part: development of a composite part manufacturing, defining the procedure for a composite part manufacturing (3 weeks).Module 6. Repairing a composite part with structural defects, in the workshop or on site: preparation of the repair workstationon the site of a composite part, reparation of the structure and the surface of a composite part (3 weeks) .Duration of the internship (5 weeks).Validation session (1 week).

EQF Level 5

ECVET Compliancy YES ( NO )



Language French

Web page http://www.afpa.fr/formations/les-offres-de-formation-et-vae/formation-diplomante/fiche/7154/objectif.html?url=&xtor=www.midi-pyrenees.afpa.fr

Provider

Name Centre de Laval // AFPA Pays de la Loire

Address 8 rue de la Commanderie, 53063, LAVAL

Web www.afpa.fr

Contact person

Related qualifications

Title of qualification

Diploma in Senior Technician in Composite Materials

Awarding body Centre de Laval // AFPA Pays de la Loire

Country France

Web www.afpa.fr



4.A.2 Systems engineering for the aerospace on composite structures

Title Master in Systems engineering for the aerospace and transportation engineering, with focus on composite structures

Description Training technical cadres capable of managing projects in the areas of composite and multi-material structures.Specific knowledge of product design methods, materials, production processes, thermomechanical characterization, monitoring, methods and simulation tools and sizing properties.Control methods of design, sizing and manufacturing processes to evaluate, select and implement new technologies to optimize the product through its design cycle, manufacturing and during its entire life cycle if necessary .The engineer-level frame in Engineering Structures Composites learns, through a methodical reflection, complex problems and acts as capable of leading projects and studies relating to the design and production, leading teams and managing operations.The ISC specialty aims to train technical cadres capable of managing projects in the areas of composite and multi-material structures.The training of two years has to meet the demands of businesses in these areas both locally, nationally and internationally.Among the sectors concerned, transportation (aerospace, automotive, rail, ship), electronics, chemical or machine tools, industrial sectors related to sports and recreation are included.Basic technical skills:Performed activities: Master degree in Science, Technology, Health, mention to Systems Engineering for Aerospace and Transport Engineering, specialty of Composite Structures Engeneering is able to drive any technical study in the field of composite structures and multi-material, so it is capable in particular of:coordinating and managing the overall project study (studing the drafts and projects, and establishing the specifications)providing technical files relating to the design of multi-material,establishing manufacturing files and programs, linked to services in the upstream and downstream of production,optimizing production processes in terms of cost, time, quality and quantity,monitoring and supervising the conduct of manufacturing, ensuring compliance with the specifications and propose process improvements, products and production equipment.Responsibilities exercised:Animation of a team.Animation and leading teams of technicians and supervisors.Animation and managing teams of engineers and managers.Associated Skills:Required proficiency in aviation English.Employment / business requires being able to:Constantly adapt to new technologies and the various projects.Analyze and synthesize technical and organizational information.Comply with rigorous methodological processes.



Country France


70

Structure Compulsory subjectsProject managementNon destructive testingQuality, reliability dependability, SLIComposite materialsFibers and polymersLarge multi-technology systemsManufacturing MethodsTolerancing and uncertainties - CFAOBusiness management and technical organizations 1Design, life cycleProfessional EnglishInternship projectsControl testProcesses and industrializationFinite element calculation structureProcesses and implementation composite materialsComposite Mechanics / RepairsBusiness management techniques and organizationsProject / StageComposite-making processesCalculation of composite structuresDesign and simulation of composite structures and multi-materialComposite damage characterizationMachining of composite materialsEco-design and recycling of composite materialsChoice of materials and processesProfessional EnglishIndustrial EnvironmentProject / Stage

EQF Level 7

ECVET Compliancy YES ) NO (

Language French/English

Web page http://www.u-bordeaux.fr/formation/PRMAGS_131/master-recherche-professionnel-mention-genie-des-systemes-pour-l-aeronautique-et-les-transports-specialite-ingenierie-des-structures-composites

Provider

Name Université de Bordeaux

Address CR IMA, Rue Marcel Issartier, 33700 MERIGNAC

Web http://www.u-bordeaux.fr/

Contact person http://www.u-bordeaux.fr/formation/PRMAGS_131/master-recherche-professionnel-mention-genie-des-systemes-pour-l-aeronautique-et-les-transports-specialite-ingenierie-des-structures-composites



Master’s Degree

Awarding body Université de Bordeaux

Country France

Web http://www.u-bordeaux.fr/



71

4.A.3 Production and the maintenance of transports equipment

Title Training course in Senior Technician for the production and the maintenance of means of transports and/or its infrastructures

Description Production and maintenance of means of transports and/or related infrastructures in metals and carbonfiber



Country Italy

Structure 1 Basic Unit: Physics h 48 h per year 48 CFU 42 Basic Unit: Mathematics and IT elements h 48 h 1st year 48 CFU 43 Basic Unit: Chemistry h 36 h 1st year 36 CFU 34 Trasversal Unit: English h 60 h 1st year 60 CFU 55 Basic Unit: Aeronautical materials h 108 h 1st year 108 CFU 96 Basic Unit: Mechanical technologies for aeronautics h 120 h 1st year 120 CFU 107 Basic Unit: Robotized production processes h 24 h 1st year 24 CFU 28 Basic Unit: Fundamentals of aeronautics h 84 h 1st year 84 CFU 79 Basic Unit: Fundamentals of aeronautical constructions h 84 h 1st year 84 CFU 710 Basic Unit: Aeronautical production technologies h 36 h 1st year 36 CFU 311 Basic Unit: Organisation and business administration h 24 h 2nd year 24 CFU 212 Trasversal Unit: Human Resource management h 20 h 2nd year 20 CFU 113 Basic Unit: Job security and environment h 24 h 1st year 24 CFU 214 Basic Unit: Quality and industrial management of quality h 60 h 1st year 60 CFU 515 Specialising Unit: CAD tools for aeronautics h 120 h 2nd year 120 CFU 616 Specialising Unit: Production engineering and industrial installations h 80 h 2nd year 80 CFU 417 Specialising Unit: Manufacture and assembly of metal and carbon fiber parts h 80 h 2nd year 80 CFU 418 Specialising Unit: Physical surface and chemical /electrochemical treatments h 40 h 2nd year 40 CFU 219 Specialising Unit: Measurements, tests and controls h 60 h 2nd year 60 CFU 320 Specialising Unit: Human Factor and FOD h 40 h 2nd year 40 CFU 221 Specialising Unit: Budgeting and planning. Needs management and logistical process h 40 h 2nd year 40 CFU 222 Specialising Unit: Stage h 764 h 1st year 224 h 2nd year 540 CFU 30

Final Test CFU 3General total 2000 h 956 h in the first year 1044 in the second yearCFU 120

EQF Level 5


Language Italian

Web page http://www.itsaerospaziopuglia.it/index.php

Provider

Name Senior Technician for the production and the maintenance of means of transports and/or its infrastructures

Address Cittadella Della Ricerca Strada Statale, 7 Km 7,300 72100 Brindisi

Web http://www.itsaerospaziopuglia.it/index.php

Contact person [email protected]



Senior Technician for the production and the maintenance of means of transports and/or its infrastructures

Awarding body “I.T.S. per la Mobilità Sostenibile - settore Aerospazio Puglia”

Country Italy

Web [email protected]



72

4.A.4 Thermography of the aeronautical industry

Title TIR Thermography of the aeronautical industry Level 1 and 2 (ISO EN 9712)

Description Due to the increasing use of composite materials for the construction of facilities requiring high resistance and low weight in the aeronautic sector also, both civil and military, thermography is imposing itself in a more and more powerful and rapid way. These structures must be initially free of defects and require a periodic check to identify the emergence of discontinuity which could eventually compromise its reliability. The main cause of structural subsidence is generally due to problems of impact which generate delamination and /or breakages of the fiber within the layers without surface manifestations. Thermography can be used to detect these discontinuities, both as non-destructive controll in manufacturing and online surveillance technique. In particular, from a few years, “lock-in” thermography is being experienced for the detecting of impact damages.The aid of thermographic control in the aeronautical sector is not only clearly limited to what was mentioned before, but also includes:The display of warping of the fuselage and under structureThe detection of moisture ingress in mobile appendages,Checking of the elements of carriages,Checking of the closure panels,Checking of the fairing of the turbine,Checking of the elements of the fuselage,Checking of the empennages,The detection of surface stresses on areas of complex geometry or characterized by high gradients of effort,The control of engines,The control of the fuselage,The control of rotor blades of airplanes and helicopters.Each part involved by heat or temperature changes is potentially controllable with thermography.

Typology Short cycle ( Full programme )


Country Italy

Structure Basic concepts.Introduction to heat transfer.Introduction to the concepts of radiation.Calculations and tests on the resolution. Thermography: - Instruments for touch measuring.- Instruments for no-touch measuring.Legislation.Safety and health.Applications.

EQF LevelECVET Compliancy YES ) NO (

Language Italian

Web page http://www.cndstudio.it/programmi_date.aspx?IdCorsoSeminario=37&Settore=4&Categoria=24

Provider

Name CND Studio SAS

Address Via Stilicone, 20 – 20154 Milano

Web http://www.cndstudio.it/index.aspx

Contact person [email protected] tel: 02 34 16 49



Thermographic Engineer Level 2

Awarding body CND Studio SAS

Country Italy

Web http://www.cndstudio.it/index.aspx



73

4.A.5 Thermography for Non-destructive Testing (NDT)

Title Thermography (TT) Level 2 – ISO 9712 – 40 h

Description The Non-destructive Testing (NDT) is a key tool for both the verification of the technical characteristics of industrial products and for monitoring the state of the existent assets. Bureau Veritas Italia, Certification and Inspection Body, world leader in the field of Quality, Health & Safety, Environment and Social Responsibility, offers numerous training courses on non-destructive controls. The course allows to understand the basics of thermography (Planck curves, Wien’s Law, Kirchoff’s law, absorptivity, emissivity, reflexivity, transmissivity), to make a measurement of emissivity and to evaluate the reflected temperature.



Country Italy

Structure • Principles of thermographic control• Physical basis of the method • Setting and testing of the equipment • Thermographic Process • Applications• Interpretation of thermographic images• Interpretation and study report • Organization of NDT reports• Execution and supervision of the NDT and all the tasks proper to a level 1• LegislationStructure: Theoretical lessons and practical testsTeachers: Qualified Technical experts Level 3 UNI EN ISO 9712 in the specific methodTeaching materials: Hard copy of the projected slides and documentation for distance educationDuration: 4 days in modules of 8 hours in the classroom + 1 day for the final examRegistration feeSingle participation: € 1,250 + VAT Training Course€ 350 + VAT for the exam certification ISO 9712€ 400 + VAT exam with double certification ISO 9712 and SNT-TC-1a

EQF Level NA


Language Italian

Web page http://www.bureauveritas.it/home/our-services/training/ndt/corso-ndt-termografia_tt

Provider

Name Bureau Veritas Italia

Address Via Miramare, 15, MILANO 20126

Web http://www.bureauveritas.it/

Contact person 02 270911



Thermographic Engineer Level 2

Awarding body Bureau Veritas Italia

Country Italy

Web http://www.bureauveritas.it/



74

4.A.6 Lamination of composite materials

Title Training in Lamination of composite materials

Description The course is open to TVET graduates in technical subjects who have already gained good manual skills in previous working experience and it aims to provide knowledge and skills related to the whole manufactoring process of products in carbon fiber (with a focus on the lamination stage).



Country

Structure • Module 1 (Theory): The composite materials• Module 2 (Theory): The manufacturing process of products in carbon fiber• Module 3 (Practical exercises): The lamination stage and the Clean RoomThe theoretical lessons will explain the fundamentals of the use of products made of carbon fiber and the manufacturing processes. The practical exercises will be carried out in a laboratory equipped with machinery and specific equipment. The teaching staff will be one with decades of experience in the field. The course includes 16 hours of theory and 144 hours of practical exercises. All the tools and equipment needed for the course, including personal protective equipment, will be supplied . The course does not constitute in any way a guarantee of employment. At the end of the course, the service for recommendations of the participants in contact with companies in the group Quanta will be lauched.

EQF Level NA


Language Italian

Web page https://www.quanta.com/blog/corso-laminatore-materiali-compositi/

Provider

Name Quanta Risorse Umane

Address San Benedetto del Tronto (AP), Via Nazario Sauro, 162 c/o Centro Direzionale PrimaveraTel. 0735.751044

Web https://www.quanta.com/blog/corso-laminatore-materiali-compositi/

Contact person [email protected] VianiResponsible for Composite Materials Group QuantaTel. +39.340.0920400



Participation certificate

Awarding body Rete Composites Skills Development and Quanta Composite Learning&Training

Country Italy

Web https://www.quanta.com/blog/quanta-composite-learning-training/



75

4.A.7 Maintenance Technician of Aircrafts

Title Technical Maintenance of aircraft line

Description The Technical Maintenance of aircraft line is a technical professional highly qualified to certify the airworthiness of an aircraf.This figure has the task of ensuring a high level of efficiency of aircraft conducting audits, inspections, replacement and repair the unit, eliminating any perceived irregularities before, during or after the flight. He is required to certify in particular, as part of their qualifications, the airworthiness of aircraft and, on the basis of the maintenance programs provided by the manufacturer and / or required by the company, performs different inspections (daily, weekly, occasional). This figure also makes the supply of fuel, after performing quality inspections and those provided by the procedures of de / anti - cing (crushing / frost protection).SKILLSFor a Maintenance Technician of aircraft line is required to:• have general knowledge of physics and mathematics;• have knowledge of electrical engineering and electronics, digital technology, aerodynamics, as well as science and technology of materials;• knowledge of the English language, especially having the ability to understand and use appropriately the technical language;• get to know the systems and structures of aircraft, helicopters and aircraft;• know the propulsion systems, turbine engines and reciprocating engines;• understand the operation of the propellers and digital systems on board;• master the diagnostic techniques and maintenance methods;• know the safety rules and law and aviation law;• make a continuous update of their “know-how”;• possess ability of observation and diagnosis;• have an aptitude for manual work;• have organizational skills, interpersonal and problem solving.TRAININGTo access this profession is necessary a diploma of secondary education in aeronautical technical institute or technical institute together with Aircraft Maintenance Licence. This license is a personal document, recognized within the EU (EASA – European Aviation Safety Agency http://www.easa.europa.eu/), which is achieved through the following process:• participation in courses at organizations certified by ENAC, the Italian• pass the end of course;• maturity of a minimum experience (proven) maintenance ranging from 2 to 5 years.


Country Italy

Occupations Airline company, airplane maintenance organisation

Credits YES ) NO (

EQF Level NA


Language Italian

Web page http://orientaonline.isfol.it/professioni/4032#tab1

Awarding Body

Name Accredited Educational Providers

Address Ministero dell’Istruzione, dell’Università e della Ricerca - Viale Trastevere, 76/a - 00153 Rome - Italy

Web http://www.istruzione.it/

Contact person //

Name ENAC (Italian Civil Aviation Authority)

Address ENAC - Ente Nazionale per l'Aviazione Civile - Viale Castro Pretorio, 118 - 00185 Rome – Italy

Web https://www.enac.gov.it/Home/

Contact person //



76

4.A.8 Master in Advanced Composite Materials

Title Master in Advanced Composite Materials with special destinations

Description Duration: 2 years (120 ECTS credits)Master organized by the University of Bucharest, Faculty of Applied Chemistry and Science of the MaterialsMain areas: composite materials



Country Romania

Structure Semester 1:Moulds and advanced composite materials reinforcementUser functions derived from composite-structure-property correlationPolymer Matrix Composites MaterialsCeramic NanocompositesPolymer NanocompositesScientific research(Optional: 1) composite and nanocomposite applications in the chemical industry; 2) inorganic and organometallic polymers)Semester 2:The design of polymer composite materialsComposite concrete-type performanceComposite materials and nanomaterials for electric and magnetic properties microelectronics and optoelectronicsThermomechanical performance composites vocationCeramic production and electricity storageCollaborative projects with industry to achieve material(Optional: 1) Processing unconventional oxide materials; 2) nanostructured composite materials obtained by electrochemical)Semester 3:Ceramic production and electricity storageComposite materials for medicineRecovery and recycling of polymeric materialsMethods for immobilization / inerting of toxic wasteRecovery of waste in oxide materialsThe nation documentation, drafting and presentation of a paper / report scientific and management research activityScientific researchSemester 4:Scientific research

EQF Level 7


Language Romanian

Web page http://www.chimie.upb.ro/uploads/doc/educatie/plan-de-invatamant-masterat-materiale-compozite-avansate-cu-destinatii-speciale.pdf

Provider

Name Facultatea de Chimie aplicata si stiinta materialelor, Universitatea Bucuresti

Address Campus “Polizu”, Corp L, Sala 015Str. Gh. Polizu Nr. 1-7, Sector 1, 011061 Bucuresti, Romania

Web http://www.chimie.upb.ro/contact

Contact person Tel.: +4021 402 3935, +4021 402 3927



Diploma of Master in Advanced Composite Materials with Special Destination

Awarding body Facultatea de Chimie aplicata si stiinta materialelor, Universitatea Bucuresti

Country Romania

Web http://www.chimie.upb.ro/uploads/doc/educatie/plan-de-invatamant-masterat-materiale-compozite-avansate-cu-destinatii-speciale.pdf http://www.chimie.upb.ro/contact



77

4.A.9 Expert in materials

Title The study of materials

Description A module inserted into the larger framework of the curricula for the 9th grade (first year of vocational education – Vth Level EQF, Technical High School).Profile: Mechanics



Country Romania

Structure It is a short cycle meaning it is inserted into a larger programme having one year duration.36 hours• Specific machine building materials• Preparations used in mechanics• Differentiate types of semi-finished materials according to the methods of obtaining• List the uses od semi-finished materials depending on their properties• Refractory and insulating materials• Corrosion protection of surfaces

EQF Level 5


Language Romanian

Web page http://www.ctas.ro

Provider

Name Colegiul Tehnic “Anghel Saligny”

Address Colegiul Tehnic „ANGHEL SALIGNY” Bacău Str. Vasile Alecsandri nr. 18, Tel.: 0234-515254, Fax: 0234-581381e-mail: [email protected]

Web http://www.ctas.ro

Contact person Prof. Carmen Elena Popa Director



Not for this unique module

Awarding body Colegiul Tehnic “Anghel Saligny”

Country Romania

Web http://www.ctas.ro



78

4.A.10 Production of Metals and Polymers Moulding

Title Higher Technician in Production Scheduling of Metals and Polymers Moulding

Description The holder of this diploma will have acquired the General Competence with regard to: Planning, scheduling and controlling the manufacture by foundry, powder metallurgy, plastics and composite materials transformation, based on the process documentation and the specifications of the products to be manufactured, ensuring the management and products quality, as well as the maintenance of systems of occupational safety and environmental protection.RANGE OF OCCUPATIONS ACCESSIBLE TO THE HOLDER OF THE DIPLOMAThe Higher Technician in Production Scheduling of Metals and Polymers Moulding works in sectors related to manufacturing foundry, powder metallurgy and processing of polymers and composites, related to metal processing subsectors and polymers framed in the industrial sector, in the functions of planning the production process. The most relevant occupations or jobs are the following:• Process technician.• Manufacturing technician.• Production scheduler.• Provision technician.• Laboratory technician of polymer processing control.• Scheduler of automated systems.• Responsible for production (moulding, extrusion, calendering, finishing, and other treatments).• Responsible for machine operators for the production of rubber and plastic materials.• Responsible for moulders.• Responsible for installations smelting processes• Responsible for powder metallurgy installations.• Technician in development of products and moulds.• Responsible for packaging.• Responsible for vulcanization.• Section manager of tire manufacturing in general• Inspector of tire manufacturing verifiers.• Responsible for tire retreading section.• Responsible for finishing.• Responsible for previous and mixing operations.



Country

Structure • Graphical Interpretation• Characterization of Materials• Closed Moulding• Open Moulding• Scheduling Automatic Mechanical Manufacture• Production Scheduling• Quality Management, Rules on Labour Risk Prevention and Environmental Protection• Verification of Shaped Products• Professional Training and Guidance• Business and Entrepreneurial Initiative• On the Job Training

EQF Level Level of the diploma (national or international)National: Non-University Higher EducationInternational:• Level 5 of the International Standard Classification of Education (ISCED5).• Level 5 of the European Qualifications Framework (EQF5).


Language Spanish

Web page http://www.todofp.es/todofp/que-como-y-donde-estudiar/que-estudiar/familias/fabricacion-mecanica/programacion-de-la-produccion-por-moldeo-de-metales-y-polimeros.html

http://ivac-eei.eus/es/familias-profesionales/fabricacion-mecanica-fme/ciclos-formativos/tecnico-superior-en-programacion-de-la-produccion-en-moldeo-de-metales-y-polimeros.html

Provider

Name Aretxabaleta lanbide Eskola

Address Etxebarri Auzoa z/g/22Pk.20550 Aretxabaleta – Gipuzkoa - Spain

Web http://www.aretxabaleta.hezkuntza.net/web/guest

Contact person Miren Canellada – [email protected]



79



Complete Professional Qualification:a) Production of cast and powder metallurgy. Code: FME186_3b) Management of production in mechanical manufacturing. Code: FME356_3.c) Organization and control of the transformation of thermoplastic polymers. Code: QUI246_3d) Organization and control of rubber processing. Code: QUI244_3Incomplete Professional Qualification:a) Organization and control of the transformation of thermosetting polymers and compounds. Code: QUI245_3

Awarding body Name of the body awarding the diploma on behalf of the King of Spain: Spanish Ministry of Education or the different Autonomous Communities according to their areas of competence. The title has academic and professional validity throughout Spain.

Country Spain

Web http://www.todofp.es/todofp/que-como-y-donde-estudiar/que-estudiar/familias/fabricacion-mecanica/programacion-de-la-produccion-por-moldeo-de-metales-y-polimeros.html

http://ivac-eei.eus/es/familias-profesionales/fabricacion-mecanica-fme/ciclos-formativos/tecnico-superior-en-programacion-de-la-produccion-en-moldeo-de-metales-y-polimeros.html



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4.A.11 Training in composite materials

Title General Training in composite materials

Description Training course of a general nature on composite materials, made with thermosetting resins and reinforcing fibers.Polyester resins, vinyl ester, epoxy and urethane acrylate are studied.The course will pay special attention to the process of infusion / vacuum and injection processes in closed mold (RTM and light RTM).Among the practices carried out, it will include the manufacture of a deck of a small boat three meters in length and manufacturing a wind turbine blade 4 m in length, both in structure sandwich.The training will also focus on the study and use of high strength resin urethane-acrylic type Crestapol 1250LVE®, Scott Bader signature.Molds fabricate composite with low shrinkage resins and glass fiber reinforcements.



Country Spain

Structure Theoretical Part• The most important thermosetting resins of the composite materials industry and its main properties.

Applications of polyester resins, vinyl ester, epoxy and urethane acrylate.• The reactivity of the resins: crosslinking monomer, catalysts, endurecedoes, accelerators and inhibitors.• Resins low styrene emission: dicyclopentadiene resins (DCPD) and vinyl ester-dicyclopentadiene.• Gel Coats polyester, vinyl ester and epoxy: types and application standards. Most common defects that

can occur in applications with gel coats and how to avoid them. Gel coats for the manufacture of parts and molds.

• Resins with high mechanical and corrosion resistant performance: vinyl ester resins. Main properties and uses.

• Epoxy resins: main properties, chemistry and types. Glass transition temperature (Tg). Polymerization of epoxy resins: gel time, set and cure.

• Resins urethane acrylate type: a new generation of resins for applications with high tenacity carbon fiber, aramid fiber and polypropylene high impact resistance.

• Adhesives: urethane acrylate (Crestomer) methacrylates (Crestabond) and epoxy (Resoltech). Study of threaded joints in T for bulkheads. Composite-composite, composite-metal unions, etc. Adhesives for materials with different coefficients of expansion.

• Reinforcing fibers: glass, carbon, aramid (Kevlar) and Innegra. Mechanical properties of composite laminates and separated fibers .

• Materials for the manufacture of sandwich structures (PVC cores, balsa, PET, PU, SAN, CORE CORK, honeycombs ...). Resistance to compression and shear.

• Release agents: Zyvax semipermanent systems.• Rapid prototyping techniques: digital printing. Short introduction.• CNC machined for model making and direct molds with foams or plates machinable.• They are studied with particular relevance manufacturing processes by infusion / vacuum RTM.• Advantages and disadvantages of these processes and comparison.

Practical ApplicationsVisit to the SKILLFUL company, to show manufactoring processes through models, CNC macvhining molds, rapid prototyping, ETC.These services can be found in detail in WWW.SKILLFUL3D.COM

EQF Level 4


Language Spanish

Web page http://cursosfibradevidrio.com/producto/Curso%20de%20Formaci%C3%B3n%20General%20en%20Materiales%20Compuestos%20(COMPOSITES)%20/42#.VkShnnYvfIU

Provider

Name Resina Castro

Address Polígono Industrial A GranxaParalela 3, parcela 19036400 Porriño (Pontevedra) - España

Web http://cursosfibradevidrio.com/




81



-

Awarding body Resina Castro

Country Spain




82

4.A.12 Training on Composites Carbon Fibre

Title Training Course on Composites Carbon Fibre

Description Training course for the introduction to the composite applications using carbon fibers as structural reinforcement. The course will focus especially on the prepreg, made of carbon epoxy high performance resins cured in the oven outside autoclave.

Furthermore, to give an overview of these applications, there will be the realisation of a short piece (blade underwater generator), made by hand lay up (rolled compacted manually vacuum) and a hull of a kayak 5.5m in length, manufactured by the method of vacuum infusion employing carbon fibers and didifferent pair cores to obtain a lightweight high bending resistancesandwich panel.

Given the importance of brewing, the course allow to manufacture a second piece of carbon seen by this technique (in this case, a guitar).

In this course, eminently practical, the student will know the manufacturing processes used for the production of parts and molds for prepreg carbon / epoxy used in high performance applications (aerospace, automotive, marine, wind, etc.).The main characteristics and properties of these materials are studied.Students will also learn to manufacture a carbon-finished piece seen (cosmetic), a mold monolithic carbon composite and a cover of a violin case using Nomex (aramid honeycomb).It will be taught to make a mold of carbon and epoxy resin by manual lamination using a resin of high glass transition temperature.The course will permit to fabricate a piece of composite tubular using the BPS system (Body Panel System) of CYTEC. This material is used in the best racing cars and upper range of the world, for the production of many bodywork parts.



Country Spain

Structure Theoretical Lessons• Introduction to coposite materials• Propregs• Vacuum bag• Defects and failures in the processing of prepregs• Surface and interlaminar Quality• Introduction to make prepreg carbon/epoxy mold • Infusion process/vacuum: process description, materials and types of molds• Sandwich structures: Types of core (honeycomb, PVC, CORE CORK, SAN, PMI, polyurethane, etc.).

Construction methods of Composites of sandwich type.• Structural adhesives. Properties and uses. Epoxy adhesives, urethane acrylate and glued to methacrylate

structural composite-composite, metalcomposite, metal-metal, wood-composite, etc (with special attention to the Crestabond® adhesives range of Scott Bader firm with which one can even paste and galvanized or zinc-coated metals).

• Structural applications• Structural Cosmetics• BPS (Body Panel System) and carbon prepreg body.

Practical ApplicationsVisit to the facilities of our subsidiary Skillful, LDA., located in Moncao (Portugal), just 12 km from Porrino (Pontevedra) for services and processes, such as:• CNC machining for the manufacture of models and direct molds foams of different densities and

machinable plates.• Moulding composite for all applications.• Rapid prototyping: technique used for quick construction of small scale prototypes or full-scale models,

etc.• Digitization of parts and obtaining the corresponding 3D files of the conducting surfaces called reverse

engineering processes.

EQF Level IV


Language Spanish

Web page http://cursosfibradevidrio.com/producto/Curso%20de%20Formaci%C3%B3n%20en%20Materiales%20Compuestos%20de%20Fibra%20de%20Carbono/41#.VkSnJHYvfIU



83

Provider

Name Resina Castro

Address Polígono Industrial A GranxaParalela 3, parcela 19036400 Porriño (Pontevedra) - España




Name -

Address Resina Castro

Web Spain

Contact person http://cursosfibradevidrio.com/



84

4.A.13 Composite materials manufacturing and lean manufacturing

Title Specialising Course in composite materials manufacturing and lean manufacturing

Description Acquiring knowledge in reverse engineering and applying it to the elements of composite materials. The course allows to perform both structural and aesthetic repairs and to know and apply quality standards and verification required by Airbus in the aircraft manufacturing and the Lean Manufacturing working tools.



Country Spain

Structure Duration: 10 weeks

PRACTICAL TRAININGComposites training with practical training for each student.

Each student will apply a release agent on the surface of the tool, laminate with different types of composites, held both structural and aesthetic repairs. The trainee will gluing composite structures which students will have previously surface prepared. The trainees will also make their own vacuum bags, with various variations and applications.

Applying the methodology of work in a clean room used in manufacturing aeronautical (Composites), the students will conduct their own dosage of sealant. Gaining knowledge of reverse engineering and applying it on elements of composite materials. Performing flat elements. Knowledge of the final operations and destructive and non-destructive testing, applied to the developed parts. Knowledge and Implementation of quality standards and verification required by Airbus aircraft manufacturing and working Lean Manufacturing tools.

Each student will receive materials for the realization of practices.

THEORETICAL TRAINING1. Composite materials. Manufacturing technologies.1.1. Types of composite materials.1.2. MC features.

2. Different manufacturing technologies.2.1 Hand Lay Up2.2 ATL2.3 Fiber Placement2.4 RTM2.5 Dry Process2.6 Hot dishes2.7 Design of Fiber2.8 Curing2.9 Autoclave

3. The manufacturing process of aeronautical parts.3.1 Hand Lay Up. Prepreg.3.2 Quality Aeronautics.3.3 Lean Manufacturing

4. Practical training in the cleanroom of composite materials.

EQF Level IV


Language Spanish

Web page http://www.formacionaeronautica.org/curso-de-fabricacion-de-materiales-compuestos-composites

Provider

Name Programmas FiD Formaciòn Aeronautica

Address El Puerto de Santa María.C/ Pedro Muñoz Seca nº7.1ºE y HTeléfono: 956 54 35 96

Web www.programasfid.es




85



-

Awarding body Programmas FiD Formaciòn Aeronautica

Country Spain

Web www.programasfid.es



86

4.A.14 Composite Material Structures

Title Composite Material Structures

Description The course would be suitable for new and experienced engineers and designers in the field of composites wishing to gain a sound knowledge base of the mechanics of composite materials and to gain hands-on experience of the analysis methods and procedures pertaining to actual composite structural elements:• Military and Naval engineering staff• Aircraft/Aerospace engineers• Automotive/Racing car engineers• Civil and Structural engineers• Mechanical engineers• Research engineers• Stressing and Design engineers• Certification engineers• Accident investigation staff• Design and Technical management personnel.



Country UK

Structure This five day course includes lectures and hands on lab based computer sessions to support the design and optimisation of different composite structures, developed during the theoretical sessions and validated against available analytical solutions (ESDU datasheets).• Fabrication methods and manufacturing• Stiffness and Compliance relationships• Engineering Elastic constants: Micro/macro mechanics of lamina / composites• Temperature and moisture residual stresses• Lamination theory for prediction of stiffness, strength and failure• Axial, bending, shear and torsional loading• Modes of failure in composite laminates• Hands-on computer software analysis of laminate failure• Finite Element exercise on a composite material component• Tutorials: Stressing and strength analyses of composite structural members

• Thin-walled composite open sections• Thin-walled composite single- and multi-cell closed sections• Stiffened panel construction• Honeycomb sandwich panel construction

• Buckling of laminated composite construction• Mechanical couplings in composite laminates• Application of Optimisation methods for composite laminates

• Optimum lay-up configuration for buckling• Basics of good design practice in composites• Fatigue and damage tolerance of composite structures• Local impact damage of composite structural elements• Introduction to damage mechanics and numerical material modelling

• Dynamic material characterisation test methods• Review of material models for Static and Dynamic applications• Simulation of composite damage at different loading rates• Composites as Crash Energy Absorbers.

EQF Level 5


Language English

Web page https://www.cranfield.ac.uk/Courses/Short/Aerospace/Composite-Material-Structures

Provider

Name Cranfield University

Address College Road Cranfield - Bedford - MK43 0AL

Web https://www.cranfield.ac.uk/

Contact person The CPD Team



N/A

Awarding bodyCountryWeb



87

4.A.15 Mechanical Engineering with Composites

Title BEng (Hons) Mechanical Engineering with Composites

Description Undergraduate: degree level course



Country UK

Structure • Year 1Manufacturing and Materials

• Basic Electrical Principles • Mech BEng 1 MFT Session • Mechanics • Skills for Design and Engineering (Mechanical) • Introduction to Thermal Principles • Engineering Mathematics • Team Engineering (Engineering Design in Action)

• Year 2• Fluid Mechanics 1

Engineering Design • Engineering Mathematics and Control • Business for Engineers • Materials • Quality Management l • Engineering Structures • Applied Thermodynamics • Stage 2 Mechanical Placement Preparation

Optional placement year• Mechanical Engineering Related Placement

Final year: composites design, engineering and manufacture. • Engineering Design • Quality Management II • Honours Project • Computational Fluid Dynamics • Composites Design and Manufacture • Composites Engineering

EQF Level 7


Language English

Web page https://www.plymouth.ac.uk/courses/undergraduate/beng-mechanical-engineering-with-composites

Provider

Name Plymouth University

Address Drake CircusPlymouth - Devon - PL4 8AA

Web https://www.plymouth.ac.uk

Contact person The Admissions Officer



Materials Science and Engineering

Awarding body Birmingham University

Country UK

Web http://www.birmingham.ac.uk/schools/metallurgy-materials/undergraduate-courses/index.aspx



88

4.A.16 Master’s Program in Materials Technology

Title Master’s Program in Materials Technology

Description During the progamme, student will gain a profound knowledge of different engineering materials such as plastic, composite materials, alloys, and steel, while he also gain a solid competence profile in the fields of solid mechanics.During the Master’s programme in Materials Technology, student will work with advanced engineering materials. Among other things, he will work with steel, metal, polymers and composite materials.The graduate of the Master’s program:Knowledge:Has attained thorough understanding of a broad range oftheoretical and experimental techniques within the area ofMaterials Technology.• Has knowledge in several subject areas based on the highest international research level, within the field of materials technology.• Can understand and, on a scientific basis, reflect over subject area’s related to materials technology and identify scientific problems within that area.• Demonstrate an understanding of research work and be able to become a part of the research environment.• Demonstrate insight into the implications of research work, including research ethics.Skills:Be able to apply scientific methodology to solve a wide variety of problems within the field of specialization.• Be able to perform scientific work in relevant topics of the fieldof specialization.• Be able to apply a wide range of engineering methods in research and development projects in the field of specialization.• Be able to participate in or lead projects in materials technology, materials selection, product development, and production technology.• Can communicate research-based knowledge and discuss professional and scientific problems with both peers and nonspecialists.• Can use advanced laboratory equipment test set ups and data collection methods.Competencies:Be able to work independently with a project on a specific problem within their field of interest on the highest possible level within their specialization.• Be able to take part in technical development and research.• Can manage work and development situations that are complex, unpredictable and require new solutions within the area of materials technology.• Be able to analyse and evaluate the influence of material structure and processing method on the material properties.• Can independently initiate and implement discipline-specificand interdisciplinary cooperation and assume professional responsibility.• Be able to direct the technical management of developmentprojects within the industry.• Be competent to solve new and complicated technical problems by the use of advanced mathematics, scientific and technological knowledge.• Can independently take responsibility for own professional development and specialization.



Country Denmark



89

Structure The Master’s program is a 2-year, research-based, full-time study program. The program is set to 120 ECTS credits.The program is structured in modules and organized as a problem-based study.Semester-1:Metallic Materials Metals and Alloys Continuum Mechanics Solid Mechanics with Microstructure Fracture Mechanics and Fatigue Semester-2:Polymers and Polymer Composites Fundamental Polymer Chemistry Simulation and Measuring of Materials Behaviour Polymers and Composite Materials Polymer Chemistry Semester-3:Industrial Development Semester- 4: Master’s Thesis Application and requirements: The following Bachelor’s degrees qualify you for enrolment in Materials Technology:• Bachelor of Science in Engineering (Mechanical Engineering and Manufacturing)• Bachelor of Science in Engineering (Nanotechnology with specialisation in Physics)• Bachelor of Engineering in Mechanical Engineering and Industry• Bachelor of Engineering in Nanotechnology• Bachelor of Science in Physics• Bachelor of Science in Chemistrythe master’s programme Language and International Studies, English at Aalborg University requires that you have a command of the English language equivalent to level A (Danish level) in English.

EQF Level 7


Language English

Web page http://www.en.aau.dk/education/master/materials-technology/student-guidance/

Provider

Name Aalborg University

Address Fredrik Bajers Vej 5DK-9220 Aalborg EastDenmark

Web http://www.en.aau.dk/education/master/materials-technology

Contact person Phone: (45) 9940 9940, E-mail: [email protected]



Master's Program in Materials Technology

Awarding body Aalborg University

Country Denmark

Web http://www.en.aau.dk/education/master/materials-technology



90

4.A.17 Certified Aircraft mechanic

Title Certified Aircraft mechanic

Description Inspects, evaluates damage, repairs and replaces damaged items in aircraft according to approved engineering data and process requirements using specialized equipment and materials.



Country Denmark

Structure In the program, student will learn about aircraft instruments, engines, aircraft structure and aircraft systems and aerodynamics.You also subjects such as Danish, English, electronics, physics and mathematics. He will be certified aircraft mechanic since TEC meets the certification requirements of the European Aviation Safety Agency EASAs Part-66 and the European commission regulations.According to EASA Part 66, The program consists of 17 modules during 4 years.In the first step you get basic knowledge of electricity, electronics and aerodynamics. You learn about Digital Techniques / Electronic Instrument Systems, materials and hardware, maintenance practices, human factors, propellers and aviation law. You can specialize in the following subcategories:Aircraft turbine engineAircraft piston engineHelicopters turbine engine

Admission Requirements:In order to start the main program and complete the program, you need to know basic subjects with the following levels:Mathematics C, Danish E, English D, Physics C

EQF Level 5


Language Danish

Web page http://www.tec.dk/uddannelser/flymekaniker/

Provider

Name Technical Education Copenhagen

Address TEC HvidovreStamholmen 195-2152650 Hvidovre, Denmark

Web http://www.tec.dk/uddannelser/flymekaniker/

Contact person Carin Rabell, Telefon 2545 3982, [email protected]



Aircraft maintenance Technician

Awarding body Technical Education Copenhagen

Country Denmark

Web http://www.tec.dk/uddannelser/flymekaniker/



91

4.A.18 Specialised Training course on aircraft composite repair

Title Specialised training course on Aircraft Composite Repair

Description Aircraft Composite Repair training course on demand



Country Denmark

Structure Specialised practical training course consists of 5 days. Day 1Introduction, Equipment, Health & Safety, Theory & discussion, Matrix material, Histology, Laminate Theory & tissues, sandwich structures, Preparing the materialsDay 2Theory & discussion, Opløgning of monolithic and sandwich items,Hardening of the item with Hot Bonder, curing.Day 3SRM manuals understanding, repair Understanding, inspection of items, Removal of the damageDay 4fiber composite, Aluminium repair, Internship & Theory.Day 5Manual inspection and quality control, Internship & Theory, testand evaluation.

EQF Level 4


Language Danish

Web page http://www.kursusplanen.dk/course/information.aspx?id=ka0002

Provider

Name Kursusplanen

Address Park Allé 127, DK-2605 BrøndbyDenmark

Web http://www.kursusplanen.dk/course/information.aspx?id=ka0002

Contact person Tel. 70 23 26 50 or [email protected]



Aircraft Composite Repair course

Awarding body Kursusplanen

Country Denmark

Web http://www.kursusplanen.dk/course/information.aspx?id=ka0002



92

4.A.19 Master Programme in Composite Materials

Title Master Programme in Composite Materials

Description This master program in materials technology will provide you with a unique competence in important aspects of composites manufacturing and design technologies.The education within Materials Technology has a strong emphasis and progression in the field of composites.



Country Denmark

Structure The programme requires 120 credits. 2 years.Compulsory coursesMaterials science and Engineering, Composite materials:Compulsory courses 82.5 credits:- Degree project in Materials Technology,- Material Science & Engineering, project course- Composite Materials- Biocomposites- Composites: Design and Numerical MethodsCompulsory courses 30 credits:Selective space is 15 credits. It is mandatory to select elective courses up to the given number of credits. The givennumber of credits of elective courses listed must be met for degree.- Applied fluid mechanics - Material Selection & Eco Design - Materials Modeling - Advanced Materials Characterisation Techniques- Aerospace Materials - Nanostructured Materials and Nanotechnology- Polymer Science and Engineering II Processing and DesignCompulsory course outside materials science 7.5 credits:- Organic Chemistry and BiochemistryEntry requirementsBachelors degree of minimum 180 ECTS with at least 60 ECTS in the area of mechanical engineering, material science, physics or chemistry. At least 22,5 credits in Mathematics at university level is required.

EQF Level 7


Language English

Web page http://www.ltu.se/edu/program/TMKOA/TMKOA-Kompositmaterial-master-1.83577?l=en

Provider

Name Luleå University of Technology

Address Luleå University of Technology , 971 87 Luleå - Sweden

Web http://www.ltu.se/edu/program/TMKOA/contacts?l=en

Contact person Janis Varna, email: [email protected]



Master Programme in Composite Materials

Awarding body Luleå University of Technology

Country Sweden

Web http://www.ltu.se/edu/program/TMKOA/contacts?l=en



93

4.B Robotics programming and maintenance

4.B.1 Mechanical Engineer of Cars and Motorcycles

Title Course for Mechanical Engineer – Mechatronics – Design for Cars and Motorcycles

Description Besides the classical courses for Mechanical experts and mechatronics, this course examines the entire process of vehicle development, redefining the architecture and style, introducing new standards of comfort and efficiency. Next to the technical training, the course offers study projects organized in collaboration with major industrial partners. In particular, the course provides a continuous collaboration with the Institute of Applied Arts and Design (IADD), other local companies and the Polytechnic School of Turin.


Thematic Focus Robotics ( Composite materials ) Wireless and Industry 4.0 )

Country Italy

Structure 5 years institute:2 years (general plan)3 years (specialization): Systems and automation Mechanical technologies of process and productDesign, industrial design and industrial organisationVehicle architecture – design and perspective representationProjective geometry applied – design and motorcycle representationIndustrial design and prototyping of 3D bodies for carsLean OrganizationPET (preliminary English test)

EQF Level 5


Language Italian

Web page http://www.galileiferrari.it/offerta-formativa/indirizzi-di-studio/sezione-itis/

Provider

Name IIS Galilei Ferrari

Address Via Lavagna 8 – 10126 Torino / Via Gaidano 126

Web http://www.galileiferrari.it/offerta-formativa/indirizzi-di-studio/sezione-itis/




Diploma of expert in Mechanics – Mechatronics and Design for Cars and Motorcycles

Awarding body IIS Galilei Ferrari

Country Italy

Web http://www.galileiferrari.it/offerta-formativa/indirizzi-di-studio/sezione-itis/



94

4.B.2 Technician in automation and mechatronic systems

Title Training course in Senior Technician for automation and mechatronic systems

Description The course is fully sponsored by the Piedmont Region and the Ministry of Education, therefore completely free for participants. At the end of the two-year course of 1800 hours, 30% of which is dedicated to working experiences in Italy and abroad, the participants have access to the state certification exam for the release of the Diploma of Senior Technician, V EQF level. It is possible to grant credits.



Country Italy

Structure Basic ModuleWelcome – 4hApplied mechanics in mechanical engineering – 45hElectrical engineering and electronics – 106hElements of pneumatics and oil hydraulics – 30hElements of metrology – 20h

Specialising ModulesMechatronic design and industrial automation systems – 140hProgramming techniques of PLC – 60hRobotic technologies– 40hMaintenance of mechatronic systems – 64hTechnical installation and assistance – 40hAutomatic test systems – 100hRegulation and legislation of the mechatronic and aerospace system – 30hTechnical design and industrial production with the use of cad/cam/ cnc systems – 120hAircraft system– 100hMaintenance Practices– 50h

Trasversal ModulesTechnical English– 45hEquality between men and women and non discrimination– 12hApplied IT and digital technologies – 45hProduction managemente and lean manufacturing – 24hHealth and security of workers – 32hQuality systems – 10hOrganisational behaviour – 20hCosting– 25hEnvironmental sustainability – 20hFundamentals of logistics – 10h

EQF Level 5


Language Italian

Web page http://www.its-aerospaziopiemonte.it/corso-meccatronica.php

Provider

Name ITS PiemonteScuola Camerana di Torinovia Braccini 17 – 1014 Torino

Address C. Grassi, via P. Veronese 305 Torino

Web http://www.its-aerospaziopiemonte.it/corso-meccatronica.php




Diploma of Senior Technician, Level V EQF

Awarding body IT IS Aerospazio Torino

Country Italy

Web http://www.its-aerospaziopiemonte.it/contatti.php



95

4.B.3 Master in Advanced systems and Robotics specialisation

Title Master in Advanced systems and Robotics specialisation

Description This specialization is aimed both at mechanics and electronics students, and at physics and computer science students who wish to acquire a scientific education centered on the fields of modeling / simulation / design and the command of intelligent systems on the one hand, and on the field of perception and interactive systems (general and robotics) on the other.These two fields are associated within an international program in mechatronics, which considers applications in an emerging field with great potential: healthcare technology.The second year of the remodeled Masters will be an evolution of the existing course, and will continue to be run in collaboration with ENSAM-Paris and the ENSC.

OpportunitiesEmployment prospects for graduates of this course include research and development positions for new products and procedures, positions in engineering firms specialized in advanced systems, mechatronics research consultancy firms, engineering and maintenance of production systems…Many sectors with great potential require this type of expertise: manufacturing, transport, the nuclear sector, scientific exploration as well as emerging sectors such as healthcare, personal assistance, building and public works, education…



Country France

Structure This specialization is organized into several programs:- Autonomous robotics- Simulation and virtual reality- Intelligent systems in robotics- Mechatronics for rehabilitation. This international course aims to train engineers capable of designing innovative technical aids for early diagnosis of physical and sensory disabilities and for the re-adaptation or functional replacement of these deficiencies. It teaches the skills necessary for the mastery of mechatronics systems, with an approach centered on personal applications. Students will complete part of their course in Italy, which will help broaden their outlook both in linguistic and cultural terms and from an educational and scientific perspective. The experience abroad will be a significant attribute when applying for internships in foreign pilot laboratories, and ultimately for finding employment in emerging companies in the field, which are often subsidiaries of foreign companies.- CAD and production theory

A 12-week internship must be completed at the end of the second half. This training should be an opportunity to discover some of the issues relating to the field and apply the knowledge acquired. It is made in a company or laboratory in France or abroad and students are assisted in finding the internship by teachers.

EQF Level VII


Language French/English

Web page http://www.upmc.fr/en/education/diplomas/sciences_and_technologies/masters/master_of_engineering/advanced_systems_and_robotics_m2.html

Provider

Name Sorbonne Universités

Address Bâtiment Esclangon, 2e étage porte 234 4 place Jussieu 75005 Paris

Web http://www.master.sdi.upmc.fr/




Master’s Degree

Awarding body Sorbonne Universités

Country France

Web http://www.master.sdi.upmc.fr/



96

4.B.4 Technician in automation and industrial IT

Title Senior technician in automation and industrial IT

Description The senior technician in automation and industrial IT designs, implements and puts to use all or part of an automation application of industrial plants or the BTP (process control and supervision systems).Under the leadership of a project manager, he/she performs a detailed analysis of outsourced tasks, the developments with the use of IT tools, primarily for programming and tests (main function); he/she puts to use command-control systems, supervision and realizes connections via computer networks; he/she proceeds to the assembly, to the mounting of materials and the integration of software “systems” and application.He/she is involved with other team members in testing and integrating testing of computer hardware and programs, as well as in approval procedures/validation on the site. He/she writes, in parallel, technical documentation and unit testing procedures and assists operators during the hand application management.He/she intervenes for industries in the process automation and engineering companies, industrial and IT services in automatic or automated systems builders.

Desired skills: good culture and technical curiosity, good level of reasoning and analysis, autonomy and method in work, interpersonal skills for teamwork.

All the modules (6 in total) provides access to the professional level III (BTS / DUT) of Senior technician in automatic and industrial IT. Partial qualifications, in the form of certificates of professional competence (CPC) may be obtained by following one or more modules:

CCP - Studing and developing an control command application of an installation or equipment with automatic tool = 1 module + module 2 + module 6 CCP - Studing and developing an application of Human Machine Interface or supervision of an installation or equipment with computer tools = Module 3 + Module 4 + Module 6CCP - Setting up an automated application of a plant or equipment unit = module 5 + module 6

You have a period of 5 years from obtaining a first CCF, to obtain the professional title.



Country France

Structure DurationInitial training of level III: a modular length ofapproximately 11 months (1575 hours).The duration is indicative and adjustable according to the needs of people.The duration and content of that training are modular by region and level of participants.The training consists of 6 modules, supplemented by an internship.Integration period. Welcome, introduction of training objectives, taking knowledge of the professional environment, sustainability awareness, adaptation of the training course (1 week).Module 1. Studying and developing a command-control application of an automated system: analysis, programming and testing of combinatorial logic and simple sequential aspects of an automated system; analysis, programming and testing of an automated system with its modes of on and off; implementation instructions, methods and specific or advanced modules in the development of an automated system (7 weeks).Module 2. Developing the communication between devices of an automated system: implementation of the major industrial networks; development of the communication between devices of an automated production system (5 weeks).Module 3. Studing and developing a human-machine interface application of an automated system with IT languages: completion of the analysis and structured design of a computer application; development of language functions (C and C ++); development of a human-machine interface or development of a management application in a descriptive language (seven weeks).Module 4. Studying and developing a management application of an automated system with IT tools: recovery of industrial equipment provided by the Ethernet TCP / IP network and the Internet, the development of a management application (4 weeks).Module 5. Setting up an automation implementation of an automated system: installation, connection, setup, configuration and commissioning of the basic equipment of an automation and a control loop; carrying electrical metering measures and energy analysis (6 weeks).Module 6. Integrating oneself into the work environment of automaticien: identifying basic technical concepts required for business; practicing English in the context of its work senior technician in automatic identification and data industrially issues of the trade; realization of a synthesis project (six weeks).Duration of the internship (8 weeks).Validation session (1 week).



97

EQF Level 3


Language French

Web page http://www.afpa.fr/formations/les-offres-de-formation-et-vae/formation-diplomante/fiche/7152/objectif/technicien_superieur_en_automatique_et_informatique_industrielle.html?url=&xtor=www.google.it

Provider

Name AFPA – La Formation Professionnelle

Address Different places; More info at http://www.afpa.fr/formations/les-offres-de-formation-et-vae/formation-diplomante/fiche/7152/lieux/technicien_superieur_en_automatique_et_informatique_industrielle.html?url=&xtor=www.google.it

Web www.afpa.fr

Contact person



Level III (BTS / DUT) of Senior technician in automatic and industrial IT.

Awarding body AFPA

Country France

Web www.afpa.fr



98

4.B.5 PLCs in mechatronics

Title Introductory course “Modern PLCs in mechatronics. Configuration and Use “for the qualification mechatronics, NC code 3114.3.14

Description The course is conducted in strategic project “Training new materials with applications in mechanics and mechatronics - PROFMEC” POS DRU 81 / 3.2 / S / 58103, implemented by the Chamber of Commerce and Industry of Bucharest (CCIB), as beneficiary, in partnership with the National Institute of Research and Development for Nonferrous and Rare (INCDMNR-IMNR) IPROLAM SA Bucuresti Incubator Technology and Business INMA-ITA Chamber of Commerce and Industry Dolj (CCI Dolj), Chamber of Commerce Neamt and Industry (CCI Neamt) Chamber of Commerce and Industry Prahova (Prahova CCI).



Country Romania

Structure Duration 35 hours

Graduates of this program will initially be after its completion, submit PLCs and use specific programming languages.

The course combines theoretical presentation and CNFPA authorized demonstrations, exercises and practical applications related training stands Training Center - Training of IPROLAM SA, a partner in the project PROFMEC. Students who successfully go through this initiation program and receive a graduation certificate issued by a competent Supplement CNFPA and nationally recognized.

EQF Level NA


Language Romanian

Web page http://www.ccib.ro/ro/CCIB/4/97/240/curs+de+initiere+aferent+calificarii.html

Provider

Name Camera de Comert si Industrie Bucuresti

Address Bd. Octavian Goga nr. 2, Tronson 1, et 7, cam 3Bucharest, Romania

Web http://www.ccib.ro/ro/CCIB/4/97/240/curs+de+initiere+aferent+calificarii.html

Contact person Georgia Sima, manager proiectBd. Octavian Goga nr. 2, Tronson 1, et 7, cam 3Telefon: +40 21 311 4499e-mail: [email protected]



Mechatronics Technician – basic course

Awarding body Camera de Comert si Industrie Bucuresti

Country Romania

Web http://www.ccib.ro/ro/CCIB/4/97/240/curs+de+initiere+aferent+calificarii.html



99

4.B.6 Master in Robotics

Title Master in Robotics

Description Duration: 2 years (120 ECTS credits)Master organized by the Technical University in Cluj-Napoca, together with the “Politehnica” University in Timisoara and with the Hamk University in FinlandMain areas: automation and robotics14 laboratoriesinternships care of one of the 20 industrial partners in Romania and abroad



Country Romania

Structure Programming:- Programming languages of industrial robots- Object oriented programming languages- Programming programmable logic controllers (PLC)- Programming CNC equipment

Planning and controlling robotic processes- Monitoring and controlling robotic processes- Quality assurance and control of robotic processes- Computer Aided Production Planning- Information systems of production

Integration of robots, operation- Robotization of computer aided manufacturing- Intelligent manufacturing and robotic applications- Calibration and precision robots- Reliability and maintenance robots- Designing mechatronic systems’ interfaces

Optimizing the working operations of robots- Robot motion planning- Vision systems in robotics- Intelligent human-robot interfaces

EQF Level 7


Language Romanian

Web page http://www.muri.utcluj.ro/index.php?main_page=admitere&subsection=master&id_specializare=7

Provider

Name Technical University in Cluj-Napoca

Address B-dul Muncii nr. 103-105, Cluj-Napoca, România

Web www.muri.utcluj.ro

Contact person Prof. Univ. Dr. Ing. Stelian BRAD: [email protected].: +40 264 40 17 66



Diploma of MSc in Robotics

Awarding body Technical University in Cluj-Napoca

Country Romania

Web www.muri.utcluj.ro



100

4.B.7 Technician of Mechatronics

Title Technical Programme, Course for Technician of Mechatronics

Description 4 years structure



Country Romania

Structure Systems of transmission, CAD applications, Measurement techniques, electric circuits, electric systems, mechanical assemblies, health and security, electronic circuits, sensors, the electronics of mechatronics, interpersonal relationships managementPlanning and organizing, quality development, projects and design, systems and technologies, the pneumatics of mechatronics, the hydraulics of mechatronics, finding errors, maintenance, automatization and programming, mechatronic systems

For full description of the programme (in Romanian) see: http://www.edu.ro/index.php/articles/8666

EQF Level 5


Language Romanian

Web page http://www.edu.ro/index.php/articles/8666http://www.ucecom-spiruharet.ro/curs/tehnician-mecatronist/

Provider

Name Colegiul UCECOM Spiru Haret

Address +40 21 316 61 95 / +40 21 316 61 96

Web http://www.ucecom-spiruharet.ro/curs/tehnician-mecatronist/




Tehnician mecatronist

Awarding body Colegiul UCECOM Spiru Haret

Country Romania

Web http://www.ucecom-spiruharet.ro/curs/tehnician-mecatronist/Programme:http://www.edu.ro/index.php/articles/8666



101

4.B.8 Higher Technician in Industrial Automation and Robotics

Title Higher Technician in Industrial Automation and Robotics

Description The holder of this diploma will have acquired the General Competence with regard to: Developing and managing projects of assembly and maintenance of automatic installations of measurement, regulation and processes control in industrial systems, as well as and supervising or assembling, maintaining.

RANGE OF OCCUPATIONS ACCESSIBLE TO THE HOLDER OF THE DIPLOMAThe Higher Technician in Industrial Automation and Robotics works in public and private companies, related to industrial automation systems, in the areas of design, installation and maintenance of industrial automation systems.

The most relevant occupations or jobs are the following:• Department manager for the supervision of assembly of automation systems.• Department manager for the supervision of maintenance of industrial automation.• Checker of appliances, electrical panels and equipment.• Department manager in electromechanical workshops.• Technician in maintenance organization of industrial automation systems.• Technician in implementation of industrial automation systems.• Designer of control systems for industrial automation systems.• Designer of measurement and control systems for industrial automation systems.• Designer of communication networks in industrial automation systems.• Scheduler-industrial robot controller.• Technician in the design of electrical control systems.• Designer of integrated circuits and systems in industrial automation.



Country Spain

Structure • Electrical, Pneumatic and Hydraulic Systems• Programmable Sequential Systems• Measurement and Control Systems• Power Systems• Technical Documentation• Industrial Computing• Advanced Programmable Systems• Industrial Robotics• Industrial Communication• Integration of Industrial Automation• Project on Industrial Automation and Robotics• Professional Training and Guidance• Business and Entrepreneurial Initiative• On the Job Training

EQF Level Level of the diploma (national or international)National: Non-University Higher EducationInternational:• Level 5 of the International Standard Classification of Education. (ISCED5)• Level 5of the European Qualifications Framework (EQF5)


Language Spanish and Basque

Web page http://www.todofp.es/todofp/que-como-y-donde-estudiar/que-estudiar/familias/electricidad-electronica/automatizacion-y-robotica-industrial.htmlhttp://ivac-eei.eus/es/familias-profesionales/electricidad-y-electronica-ele/ciclos-formativos/tecnico-superior-en-automatizacion-y-robotica-industrial.html

Provider

Name CIFP Usurbil

Address Etarte Bidea 9 – 2017 Usurbil – Gipuzkoa -Spain

Web http://www.lhusurbil.eus

Contact person Oihane Bilbao - [email protected]



102

Provider

Name Tolosaldea Lanbide Heziketa Institutua

Address Santa Lutzia 17 – 20400 Tolosa – Gipuzkoa -Spain

Web http://www.tolosaldea.hezkuntza.net


Provider

Name Politeknika Ikastegia Txorierri

Address Untzaga Ibaia 1 – 48160 Arteaga Derio – Bizkaia -Spain

Web http://www.txorierri.net




Complete Professional Qualifications:a) Development of projects of industrial automation systems. Code: ELE484_3b) Management and supervision of the installation and maintenance of industrial automation systems. Code. ELE486_3


Country Spain

Web http://www.todofp.es/todofp/que-como-y-donde-estudiar/que-estudiar/familias/electricidad-electronica/automatizacion-y-robotica-industrial.htmlhttp://ivac-eei.eus/es/familias-profesionales/electricidad-y-electronica-ele/ciclos-formativos/tecnico-superior-en-automatizacion-y-robotica-industrial.html



103

4.B.9 Technician in Automation and Industrial Robotics

Title Senior Technician in Automation and Industrial Robotics

Description Head of the monitoring equipment of the mounting systems of industrial automation. Head of the monitoring equipment of the maintenance of industrial automation systems. Checker appliances, electrical panels and equipment. Team leader in electro workshop. Technician of the maintenance organization of industrial automation systems. Technical implementation of industrial automation systems. Designer of control systems of industrial automation systems. Designer of measuring and control systems for industrial automation systems. Designer of communication networks in industrial automation systems. Programmer-controller of industrial robots. Technical designer and of electrical control systems. Designer of integrated circuits and industrial automation systems.How to accessDirect access:(Criteria in order of priority)Holding the title of LOE Bachelor, BCT mode; LOGSE Baccalaureate, BCNS or BT modalities. Experimental Baccalaureate modalities of BCN or BTI; or have passed the options A, B of COU.Holding the title of Bachelor LOE / LOGSE. Having passed the second course of any other form of Experimental School. Options C, D of COU or overcome Preu. Holding the title of Professional Formation of Second Degree or equivalent qualifications for academic purposes. Having a university degree to which was accessed without meeting any of the above requirements.Access via test:Without having any of the above academic requirements, being 19 years old or being 19 during the current year and exceeding the relevant entrance test.If it is shown to be in possession of evidence related to technical qualifications, the age requirement for conducting the test will be 18 years or being 18 during the year.



Country Spain

Structure First course:Electrical, pneumatic and hydraulic systems.Programmable sequential systems.Measuring and control systems.Power systems.Technical documentation.Industrial computing.Training and guidance.Hours reserved for the module taught in English.

Second course:Advanced programmable systems.Industrial robotics.Industrial communications.Integration of industrial automation systems.Enterprise and entrepreneurship.Project automation and industrial robotics.Hours reserved for the module taught in English.Internship.

EQF Level Level V/VI


Language Spanish / English

Web page http://www.cece.gva.es/eva/es/fp/eleautloe3d.htm

Provider

Name CONSELLERIA DE EDUCACIÓN, INVESTIGACIÓN, CULTURA Y DEPORTE

Address Avda. Campanar, 32 46015 - VALENCIA

Web http://www.cece.gva.es/




Senior Technician in Automation and Industrial Robotics

Awarding body CONSELLERIA DE EDUCACIÓN, INVESTIGACIÓN, CULTURA Y DEPORTE

Country Spain

Web http://www.cece.gva.es/



104

4.B.10 Technician in Industrial Mechatronics

Title Senior Technician in Industrial Mechatronics

Description The preparatory course for Higher Level Vocational Training in Industrial Mechatronics allow to acquire theoretical knowledge to overcome the direct evidence called by the Ministries of Education of the Autonomous Communities (Real Decreto 1147/2011), obtaining legally the official title of Higher Level Vocational Training which enabled to work in both public and private.

You can access a cycle of higher level when you gather any of the following requirements:- Holding a Bachelor’s degree or second Bachelor any form of experimental high school.- Being in possession of a title of Senior Technician or Technical Specialist.- Having passed the University Orientation Course. (COU) or Preuniversitario.- Being in possession of any university degree or equivalent.- A degree in Intermediate Technician and having successfully completed a specific training course cycles for the access to a higher grade in public or private centers authorized by the education authority.- Having passed the entrance examination to higher vocational training. Being at least 19 years old or 18 years old for whom has the title of Technician related to the cycle to which one wants to access. There are partial exemptions test regulated by each Autonomous Community.- Having passed the entrance examination to college for the eldest than 25 years old.



CountryStructure - Setting mechatronic industrial systems, selecting equipment and elements that compose them.

- Planning assembly and maintenance of industrial mechatronic systems: machinery, industrial equipment, automated production lines, etc., defining the resources, necessary time and control systems.- Monitoring and/or assembling processes of running and maintenance of industrial mechatronic systems, controlling the timing and quality of results.- Monitoring the operating parameters of industrial mechatronic systems using measurement and control instruments and special purpose applications.- Diagnosing and troubleshooting and malfunctions that occur in industrial mechatronic systems, using operational techniques and specific procedures to arrange repair.- Establishing minimum levels of spare parts for the maintenance of machinery, industrial equipment and automated production lines.- Putting in place the equipment after the repair or assembly of installation, making safety testing and operation, modifications and adjustments, from the technical documentation, ensuring the reliability and energy efficiency of the system.- Scheduling automatic systems, checking the operating parameters and the safety of the installation, following the procedures established in each case.- Supervising or performing commissioning of facilities, setting parameters and performing the necessary checks and verifications, both functional and regulatory.- Preparing technical and administrative documentation to comply with current regulations, with the assembly processes and to plan maintenance of facilities.

Training schedule:

• Mechanical Systems.• Hydraulic and pneumatic systems.• Electrical and electronic systems.• Machine elements.• Manufacturing processes.• Graphical representation of mechatronic systems.• Configuration of mechatronic systems.• Processes and management of maintenance and quality.• System Integration.• Simulation of mechatronic systems.• * Industrial Mechatronics Project• Training and Guidance.• Enterprise and Entrepreneurship.• * Internship (FCT).



Language Spanish

Web page http://www.educaweb.com/curso/fp-tecnico-superior-mecatronica-industrial-loe-distancia-110647/




Provider

Name FORMACION UNIVERSITARIA SL

Address Edif.. Formación Universitaria, C/ Valparaíso, nº 541013 SEVILLA

Web http://www.formacionuniversitaria.com/

Contact person http://www.formacionuniversitaria.com/contacto



Senior Technician in Industrial Mechatronics

Awarding body FORMACION UNIVERSITARIA SL

Country Spain

Web http://www.formacionuniversitaria.com/



4.B.11 Technician in Automation and Industrial Robotics

Title Senior Technician in Automation and Industrial Robotics

Description Developing and managing projects for the installation and maintenance of automatic systems for measurement, regulation and control systems for industrial processes as well as supervising or performing installation, maintenance and implementation of such systems, respecting criteria of quality, safety and respect for the environment and design for all.



Country Spain

Structure Training Course in:-Electrical, pneumatic and hydraulic systems-Programmable sequential systems-Measuring and control systems-Power systems-Technical documentation-Industrial Computing-Advanced programmable systems-Industrial Robotics-Industrial Communications-Integration of industrial automation systems-Automation and industrial robotics project-Technical English-Job counseling-Entreprise and Entrepreneurship-Internship (400h.).

Internship:-Identifying the structure and the organization of the company, relating to the production and the marketing of the products obtained. -Applying labor and ethic habits in the development of their professional activity according to the characteristics of the job and the procedures established by the company.-Determining the characteristics of the facilities from a blueprint or from conditions-Planning the installation of facilities by establishing stages and distributing resources from the technical documentation.-Supervising the assembly of the facilities, contributing to their implementation while respecting the safety and quality protocols established by the company.-Making commissioning or service facilities and equipment, monitoring and assisting in their implementation, following the established procedures.-Controlling the interventions of the maintenance of facilities, contributing to their implementation, verifying the compliance with the program objectives and optimizing available resources.-Monitoring the breakdowns and malfunctions restorations in equipment and facilities, contributing to their implementations and verifying the application of techniques and corrective maintenance procedures.



Language Basque, Spanish, English

Web page http://www.educaweb.com/curso/tecnico-superior-automatizacion-robotica-industrial-bizkaia-112249/

Provider

Name POLITEKNIKA IKASTEGIA TXORIERRI

Address Untzaga Ibaia Kalea, 148160 Derio (Bizkaia)

Web http://www.txorierri.net/




Senior Technician in Automation and Industrial Robotics

Awarding body POLITEKNIKA IKASTEGIA TXORIERRI

Country Spain

Web http://www.txorierri.net/



4.B.12 Robotics MSc

Title Robotics MSc

Description A multi-disciplinary programme aimed at graduates that explores the integration of mechanical devices, sensors, electronics and intelligent computer-based controllers. Delivered by the Department of Informatics, which has an enviable reputation for research-led teaching and project supervision from leading experts in their field.



Country UK

Structure Required Modules• Individual Project• Computer Vision• Real Time Systems & Control• Robotic Systems• Sensors & Actuators

Optional Modules• Advanced Research Topics• Agents & Multi-Agent Systems• Artificial Intelligence• Biologically Inspired Methods• Distributed Systems• Computer Science Group Project• Pattern Recognition• Optimisation Methods• Fundamentals of Digital Signal Processing• Topics on Data and Signal Analysis

Advanced Research Topics:Agents & Multi-Agent SystemsArtificial IntelligenceDistributed SystemsGroup ProjectOptimisation MethodsPattern Recognition

EQF Level 7


Language English

Web page http://www.kcl.ac.uk/study/postgraduate/taught-courses/robotics-msc.aspx

Provider

Name Kings College London

Address King’s College London Strand London WC2R 2LS

Web http://www.kcl.ac.uk




Bachelor in Computer Vision and Robotics

Awarding body University of Burgundy

Country France

Web http://bscvision.u-bourgogne.fr/



4.B.13 Robotics and Automation

Title Robotics and Automation

Description This course is for students who already have a strong engineering background and wish to specialise in robotics and automation. This course has a particular emphasis on advanced robotics, where robots are designed to operate with a degree of intelligence.Students gain a firm grounding in control engineering and intelligent systems concepts, along with the ability to comprehend and fully specify integrated automation systems embodying intelligence, robotic and automation hardware and software, and virtual reality (VR)/simulation technologies



Country UK

Structure 1st Semester: 1. Automation and RoboticsThis module will develop a detailed and systematic understanding of current industrial control technology and practices. On completion of the module students will be able to apply current PLC, SCADA and DCS systems, and the ability to design and program a PLC and robot-based system.2. Interactive VisualizationThis module aims to give you an understanding of a representative cross section of the science and technology necessary to use, design, develop and critically evaluate interactive visual (virtual reality) systems. This includes analysing novel virtual reality applications to formulate functional and non-functional specifications, undertaking the principles of real-time 3D computer graphics and their enaction using low level APIs and high level toolkits, and developing virtual reality solutions through the integration of standard components.

2nd Semester: Artificial IntelligenceStudents will explore the role of artificial intelligence in control applications with practical experience of using techniques such as fuzzy logic, artificial neural networks, and evolutionary computing in engineering applications.

Mobile RoboticsThis module will teach students to critically review and analyse current autonomous intelligent robots, consolidate and extend knowledge in robotics applications and provide a practical understanding of robotic navigation and locomotion. Students will also be taught the theory and practice of autonomous intelligent mobile robots and how these techniques and technologies impinge on research and industrial activities.

MSc/Project DissertationStudents work under the direction of an academic supervisor to carry out an advanced research or development project related to robotics and/or automation. As part of this project they are be expected to:• Plan, manage and implement a project related to robotics and/or automation• Utilise appropriate sources of information to carry out and produce a literature review• Develop a framework for critical assessment and evaluation• Organise an MSc Dissertation.Many students work on projects in conjunction with aeronautical companies associated with the University

EQF Level 7


Language English

Web page http://www.salford.ac.uk/pgt-courses/robotics-and-automation

Provider

Name University of Salford Manchester

Address The Crescent, Salford, M5 4WT

Web http://www.salford.ac.uk




Masters in Robotics Engineering

Awarding body University of Genoa

Country Italy

Web http://www.robotics.ingegneria.unige.it/



4.B.14 Bachelor of Science (BSc) in Robotics

Title Bachelor of Science (BSc) in Robotics

Description The Robotics programme teaches about the challenges faced by companies, engineering consultants and service- and research institutes in relation to the utilisation of robots and automation.The graduate of the Bachelor’s programme:Knowledge:• Has knowledge of and insight into fundamental theories, methods, tools and practical subjects within

the fields of 3 Robotics• Has a firm grasp of the mathematical and programming technical foundations of the field• Has knowledge of the interaction between electronic and mechanical systems, including feedback

mechanisms, electromechanical systems, software and manipulators• Has knowledge of sensors and actuators relevant for the fieldSkills• Can utilize up-to-date scientific methods, tools and techniques to analyse and solve complex problems in

the fields of robotics• Can evaluate and compare theoretical and practical problems, as well as describe and select relevant

solution strategies• Is able to implement such solution strategies and evaluate their success in a systematic manner• Is able to present problems and solution strategies within the fields of robotics, in writing as well as

orally, to specialists as well as non-specialists in the fields, including external parties, users, etc.Competencies• Is able to handle complex situations that arise in research and/or development-related environments,

such as university studies and/or engineering workplaces.• Is able to develop and test robotics hardware and software and integrate them into a broader systems-

oriented context• Can work independently as well as in collaboration with others, both within and across technical fields, in

an efficient and professional manner• Is able to identify his/her own learning needs and structure his/her own learning in various learning

environment.



Country Denmark

Structure The Bachelor’s programme is a 3-year, research-based, full-time study programme.The programme is set to 180 ECTS credits.The Robotics programme consists of three main fields:manipulators, actuators and sensors. The Programme consists of 6 semester with modules:1stTechnological Teamwork Fundamental Mobile Robotics Robot Programming Problem Based Learning in Science, Technology and Society Linear Algebra 2nd Manipulators and Industrial Robotics Robot mechanics, Modelling, and Simulation Calculus Structured System and Product Development 3rdManipulating the Surroundings Actuators, Drivers and Electronic Modules Robot Dynamics, Biomechanics and Biological Actuators Robotic Control Systems 4th Sensing the Surroundings Robotic Sensing Robotic Perception Probability Theory and Statistics 5th Robot Integration Software and Automation Frameworks Productions Systems and Automation Robots in the Health Care System 6th BSc Project (Robots in an Application Context) BSc Project (Robots in a Theoretical Context) Elective course, Motion Planning and Path Planning


110

EQF Level 6


Language English

Web page http://www.en.aau.dk/education/bachelor/robotics

Provider

Name Aalborg Universitet

Address Fredrik Bajers Vej 5, Postbox 1599100 Aalborg, Denmark

Web http://www.en.aau.dk/

Contact person MS HANNE HØVRING, E-mail: [email protected]



Bachelor of Science (BSc) in Robotics

Awarding body Aalborg Universitet

Country Denmark

Web http://www.en.aau.dk/



111

4.B.15 Bachelor of Science (BSc) in Robotics

Title BSc in Engineering (Robot Systems)

Description During studies student will work in the development of complex electronic circuits for controlling robotic manufacturing systems. Moreover, he will acquire a detailed understanding of how a computer works – and of how computer technology can be integrated into the high-technology appliances (present and future) with which we surround ourselves.student will be able to apply this knowledge in new contexts; especially in areas where we today witness a truly fantastic development with computers being integrated into an abundance of products and systems.student will gain profound knowledge of hardware as well as software – and how the two interact.With a degree student will have the following competencies:• ability to head the development of robotic products – from large fixed installations in factories to tiny

mobile surgical appliances.• broad academic knowledge and skills within computer vision, applied mathematics, artificial intelligence,

software development and embedded systems which enables you to create the robots of the future for manufacturing and service.

• ability to develop mobile phones, web applications, security systems, large software applications and much more.



Country Denmark

Structure The bachelor degree in Robot Systems is a three-year programme, 6 semesters and each semester is based on a theme. The themes will provide the framework for your courses. The study programme is theoretical as well as practical, and each semester you will carry out a project within a project group. That way you will learn to apply theory into practise.The study programme allows you to concentrate on the theory of computer engineering (e.g. mathematics, computer science and physics) as well as the more practical engineering subjects such as digital design, electronics and computer engineering. A distinctive feature is that theory and practise go hand in hand throughout the study programme.In the sixth semester you will carry out your bachelor project – often in cooperation with a company.Entry requirements:Programme offered in Danish onlyYou have to master the Danish language in order for you to participate in this program. Furthermore, you have to have a qualifying exam and you have to meet the specific requirements for this BA program in order to be enrolled.Applicants with an international qualifying exam have to pass the Higher Education Examination (Studieprøven) or Danish A level. Unless other criteria exist, The Higher Education Examination has to be successfully passed with at least the grade 02 in each of the 4 tests according to the 7-point grading scale.

EQF Level 6


Language Danish

Web page http://www.sdu.dk/en/uddannelse/bachelor/robotteknologi

Provider

Name Syddansk Universitet /University of Southern Denmark

Address University of Southern DenmarkCampusvej 55DK-5230 Odense M

Web http://www.sdu.dk/en/uddannelse/bachelor/robotteknologi

Contact person Registrar’s Office, Admission and CounselingPhone: +45 6550 1051



BSc in Engineering (Robot Systems)

Awarding body Syddansk Universitet

Country Denmark

Web http://www.sdu.dk/uddannelse/bachelor/robotteknologi



112

4.C ICT and production processes

4.C.1 Higher Technician in Industrial Mechatronics

Title Higher Technician in Industrial Mechatronics

Description DIPLOMA DESCRIPTIONThe holder of this diploma will have acquired the General Competence with regard to: Configuring and optimizing industrial mechatronic systems, as well as planning, monitoring and/or executing the assembly and maintenance, following the protocols of quality, safety and for the prevention of occupational risks and environmental protection

RANGE OF OCCUPATIONS ACCESSIBLE TO THE HOLDER OF THE DIPLOMA:The Higher Technician in Industrial Mechatronics works in companies, mostly private, engaged in project development, management and supervision of the installation and maintenance of mechatronic systems or installations of machinery, industrial equipment and automated lines, either as an employee or self-employed person.

The most relevant occupations or jobs are the following: Technician in planning and programming processes of maintenance of machinery installations and industrial equipment. Head Manager of assembly team of machinery installations and industrial equipment. Head Manager of maintainers of machinery installations and industrial equipment.


Thematic Focus Robotics ) Composite materials ) Wireless and Industry 4.0 (

Country Spain (Autonomous Community of the Basque Country)

Structure • Mechanical Systems• Hydraulic and Pneumatic Systems• Electrical and Electronic Systems• Machine Elements• Manufacturing Processes• Graphical Representation of Mechatronic Systems• Configuration of Mechatronic Systems• Processes and Management of Maintenance and Quality• Integration of Systems• Simulation of Mechatronic Systems• Project on Industrial Mechatronics• Professional Training and Guidance• Business and Entrepreneurial Initiative• On the Job Training

EQF Level Level of the diploma (national or international)National: Non-University Higher EducationInternational:• Level 5 of the International Standard Classification of Education (ISCED5)• Level 5 of the European Qualifications Framework (EQF5)


Language Spanish and Basque

Web page http://www.todofp.es/todofp/que-como-y-donde-estudiar/que-estudiar/familias/instalacion-mantenimiento/mecatronica-industrial.htmlhttp://ivac-eei.eus/es/familias-profesionales/instalacion-y-mantenimiento-ima/ciclos-formativos/tecnico-superior-en-mecatronica-industrial.html

Provider

Name Centro Integrado de Formación Profesional Mendizabala

Address Portal de Lasarte 23 – 01007 Vitoria - Araba - Spain

Web www.mendizabala.hezkuntza.net

Contact person Mikel Leunda - [email protected]




Provider

Name Centro Privado de Educación Secundaria Goierri

Address Arranomendia 2 - 20240 Ordizia – Gipuzkoa - Spain

Web http://www.goierrieskola.eus/es/


Provider

Name Centro Integrado de Formación Profesional Don Bosco

Address San Marcos, s/n – 20100 Errenteria – Gipuzkoa - Spain

Web http://www.donbosco.hezkuntza.net/web/guest/inicio1




Full professional qualification:Planning, management and performance of maintenance and supervision of installation of machinery, industrial equipment and automated production linesCode: IMA377_3Incomplete professional qualification:Design of mechanical manufacturing products Code:FME037_3


Country Spain

Web http://www.todofp.es/todofp/que-como-y-donde-estudiar/que-estudiar/familias/instalacion-mantenimiento/mecatronica-industrial.html


114

4.C.2 JDB Developer in NoSQL Architecture

Title JDB 201Developer in NoSQL Architecture

Description The NoSQL (Not Only SQL) persistence systems space offers a great variety of solutions that may be overwhelming. This class aims at helping the attendees understand the challenges of the emerging world of Big Data as well as identify suitable use cases for a variety of NoSQL systems such as Pig, Hive, HBase, Cassandra and MongoDB.

The attendees will also be given some underlying architecture details of those NoSQL systems to enable them make informed decisions about using NoSQL systems when they return to work.

Objectives Introduce students to the core concepts of Big DataProvide a general overview of the most common NoSQL storesExplain how to choose the correct NoSQL database for specific use casesGeneral overview of the architecture of Hadoop and MongoDB

Audience ProfileEngineers, Programmers, Networking specialists, Managers, Executives FacultyOur team of highly qualified instructors combine training activities with the development of their profession as experts in the field of IT. Professionals certified by the major manufacturers capable of transferring an enjoyable and easy to understand technical concepts more abstract.



Country Spain

Structure Course Outline

CHAPTER 1. DEFINING BIG DATA Transforming Data into Business InformationQuality of DataGartner’s Definition of Big DataMore Definitions of Big DataProcessing Big DataChallenges Posed by Big DataThe Cloud and Big DataThe Business Value of Big DataBig Data: Hype or Reality?Big Data QuizBig Data Quiz AnswersSummary

CHAPTER 2. NOSQL AND BIG DATA SYSTEMS OVERVIEW Limitations of Relational DatabasesLimitations of Relational Databases (Con’t)What are NoSQL (Not Only SQL) Databases?The Past and Present of the NoSQL WorldNoSQL Database PropertiesNoSQL BenefitsNoSQL Database Storage TypesThe CAP TheoremMechanisms to Guarantee a Single CAP PropertyNoSQL Systems CAP TriangleLimitations of NoSQL DatabasesBig Data ShardingSharding ExampleAmazon S3Amazon Storage SLAsAmazon GlacierAmazon S3 SecurityData Lifecycle Management with Amazon S3Amazon S3 Cost MonitoringOpenStackObject Store (Swift)Components of SwiftGoogle BigTableBigTable-based ApplicationsBigTable DesignGoogle Cloud StorageSummary




CHAPTER 3. ADOPTING NOSQL Hype Cycle and Technology Adoption ModelBarriers to AdoptionDismantling Barriers to AdoptionUse Cases for NoSQL Database SystemsExample ApplicationsIndustry trendsEnterprise Hadoop Solutions OfferingsEnterprise Big Data / NoSQL OfferingsIBM InfoSphere PlatformOracle Big Data ApplianceNoSQL Technology Adoption Action PlanSummary

CHAPTER 4. MAPREDUCE OVERVIEW MapReduce DefinedGoogle’s MapReduceMapReduce ExplainedMapReduce Word Count JobMapReduce Shared-Nothing ArchitectureSimilarity with SQL Aggregation OperationsExample of Map & Reduce Operations using JavaScriptProblems Suitable for Solving with MapReduceTypical MapReduce JobsFault-tolerance of MapReduceDistributed Computing EconomicsMapReduce SystemsSummary

CHAPTER 5. INTRODUCTION TO MONGODB MongoDBMongoDB Features (Cont’d)MongoDB’s LogoPositioning of MongoDBSharding in MongoDBData ReplicationA Sample Sharded Cluster DiagramMongoDB SecurityAuthenticationData and Network EncryptionMongoDB LimitationsMongoDB Operational IntelligenceMongoDB Use CasesMongoDB Data ModelThe _id Primary Key Filed ConsiderationsTerminologyMongoDB Data ModelData Modeling in RDBMSData Modeling in MongoDBMongoDB Data ModelingA Sample JSON Document Matching the SchemaData Lifecycle ManagementData Lifecycle Management: TTLData Lifecycle Management: Capped CollectionsMongoDB Query Language (QL)The find and findOne MethodsA MongoDB QL ExampleData InsertsCreating an IndexMongoDB vs Apache CouchDBSummary

CHAPTER 6. HADOOP OVERVIEW Apache HadoopApache Hadoop LogoTypical Hadoop ApplicationsHadoop ClustersHadoop Design PrinciplesHadoop’s Core ComponentsHadoop Simple DefinitionHigh-Level Hadoop ArchitectureHadoop-based Systems for Data AnalysisHadoop CaveatsSummary



CHAPTER 7. HADOOP DISTRIBUTED FILE SYSTEM OVERVIEW Hadoop Distributed File SystemData BlocksData Block Replication ExampleHDFS NameNode Directory DiagramAccessing HDFSExamples of HDFS CommandsClient Interactions with HDFS for the Read OperationRead Operation Sequence DiagramClient Interactions with HDFS for the Write OperationCommunication inside HDFSSummary

CHAPTER 8. MAPREDUCE WITH HADOOP Hadoop’s MapReduceMapReduce v1 (“Classic MapReduce”)JobTracker and TaskTrackerYARN (MapReduce v2)MapReduce Programming OptionsJava MapReduce APIThe Structure of a Java MapReduce ProgramThe Mapper ClassThe Reducer ClassThe Driver ClassCompiling ClassesRunning the MapReduce JobThe Structure of a Single MapReduce ProgramCombiner Pass (Optional)Hadoop’s Streaming MapReducePython Word Count Mapper Program ExamplePython Word Count Reducer Program ExampleSetting up Java Classpath for Streaming SupportStreaming Use CasesThe Streaming API vs Java MapReduce APIAmazon Elastic MapReduceSummary

CHAPTER 9. APACHE PIG SCRIPTING PLATFORM What is Pig?Pig LatinApache Pig LogoPig Execution ModesLocal Execution ModeMapReduce Execution ModeRunning PigRunning Pig in Batch ModeWhat is Grunt?Pig Latin StatementsPig ProgramsPig Latin Script ExampleSQL EquivalentDifferences between Pig and SQLStatement Processing in PigComments in PigSupported Simple Data TypesSupported Complex Data TypesArraysDefining Relation’s SchemaThe bytearray Generic TypeUsing Field DelimitersReferencing Fields in RelationsSummary

CHAPTER 10. APACHE PIG HDFS INTERFACE The HDFS InterfaceFSShell Commands (Short List)Grunt’s Old File System CommandsSummary



CHAPTER 11. APACHE PIG RELATIONAL AND EVAL OPERATORSPig Relational OperatorsExample of Using the JOIN OperatorExample of Using the Order By OperatorCaveats of Using Relational OperatorsPig Eval FunctionsCaveats of Using Eval Functions (Operators)Example of Using Single-column Eval OperationsExample of Using Eval Operators For Global OperationsSummary

CHAPTER 12. HIVE What is Hive?Apache Hive LogoHive’s Value PropositionWho uses Hive?Hive’s Main SystemsHive FeaturesHive ArchitectureHiveQLWhere are the Hive Tables Located?Hive Command-line Interface (CLI)Summary

CHAPTER 13. HIVE COMMAND-LINE INTERFACE Hive Command-line Interface (CLI)The Hive Interactive ShellRunning Host OS Commands from the Hive ShellInterfacing with HDFS from the Hive ShellThe Hive in Unattended ModeThe Hive CLI Integration with the OS ShellExecuting HiveQL ScriptsComments in Hive ScriptsVariables and Properties in Hive CLISetting Properties in CLIExample of Setting Properties in CLIHive NamespacesUsing the SET CommandSetting Properties in the ShellSetting Properties for the New Shell SessionSummary

CHAPTER 15. APACHE HBASE What is HBase?HBase DesignHBase FeaturesThe Write-Ahead Log (WAL) and MemStoreHBase vs RDBSHBase vs Apache CassandraInterfacing with HBaseHBase Thrift And REST GatewayHBase Table DesignColumn FamiliesA Cell’s Value VersioningTimestampsAccessing CellsHBase Table Design DigestTable Horizontal Partitioning with RegionsHBase CompactionLoading Data in HBaseHBase ShellHBase Shell Command GroupsCreating and Populating a Table in HBase ShellGetting a Cell’s ValueCounting Rows in an HBase TableSummary

EQF Level NA


Language Spanish/English

Web page http://www.netmind.es/curso/arquitectura-nosql-para-desarrolladores/



Provider

Name Netmind

Address Different seats (Barcelona, Madrid, Bilbao)

Web http://www.netmind.es/

Contact person http://www.netmind.es/menu-mapa-web-contacto/contactar/contactar-con-nosotros/



Certificate of attendance

Awarding body Netmind

Country Spain

Web http://www.netmind.es/



4.C.3 Training in Hadoop – Big Data

Title Training course in Hadoop – Big Data

Description Datasalt offers a course on Hadoop for Java programmers, in order to obtain the necessary skills to analyze data and develop applications on Big Data Hadoop, always from a practical point of view in which each theoretical concept will be accompanied by exercises to be solved by the student.The courses will be in Madrid and Barcelona and last for four days. In the sessions, the students will acquire knowledge about: -the most important aspects of the architecture of Hadoop;-the implementation of MapReduce jobs and patterns of common use; -which problems Hadoop can solve and which cannot be solved;-how to configure and manage a cluster of Hadoop;-how to import and export data in Hadoop;-the most important notions of high-level interfaces for Hadoop.PrerequisitesThe student must have experience in developing with Java. No prior knowledge of Hadoop needed. InstructorIvan Prado has more than four years of experience in Hadoop, developing tracking distributed applications and web analytics, scalable, high-capacity vertical search, duplicate detection systems and filtering large datasets. He co-founded Datasalt, and has worked with several startups, like Strands, Trovit and Enormo. His areas of interest include distributed systems, machine learning, the “data mining” and “information retrieval”. Ivan is one of the creators of the free software projects Pangool and Splout SQL.



Country Spain

Structure The course will cover the following topics:Why Hadoop• Vertical scalability limitations• The random access time as handicap• Emergence of large volumes of data: Big Data• Need for a new approach• What is HadoopHadoop architecture• The distributed file system (HDFS)• The MapReduce paradigm• Structure of a Hadoop cluster: JobTracker, TaskTracker, NameNode and DataNode• Installation and configuration of HadoopThe basic API for Hadoop• Basic API: Mapper, Reducer, Job, Configuration, JobClient• Input / Output: InputFormat, OutputFormat and its variants• Basic types: Text, IntWritable, LongWritable, ObjectWritable, etc.• API Streaming MapReduce applications development• Developing a simple application with Hadoop• Running applications on Hadoop• Common usage patterns: filtering, sorting, counting, partitioning, distributed execution of tasks,

reconciliation• Application Design: when Hadoop is appropriate and when it is notPractical Recipes• Eclipse as a development tool for Hadoop• Running Hadoop in “local”• Accountants• Debugging and troubleshooting• TestingImport / Export Data• Direct access to HDFS• Import databases: SqoopThe Hadoop ecosystem• Hive: Data warehousing and analytics platform SQL• Pig• Oozie• Pangool: Tuple MapReduceHadoop clusters on Amazon• Startup and manage clusters with Amazon Elastic Map ReduceAdvanced Programming in MapReduce• Serialization / deserialization with Thrift• Advanced API: Partitioner, Writable, WritableComparable, DistributedCache, methods configure ( ) and

close ( )• Secondary sorting• Advanced used patterns: Joins• Solr index generation from Hadoop



EQF Level IV


Language Spanish

Web page http://www.datasalt.es/formacion/curso-hadoop/

Provider

Name Datasalt

Address C/Perucho 2, Ático B40005 SegoviaEspaña

Web http://www.datasalt.es/




Certificate of attandance

Awarding body Datasalt

Country Spain

Web http://www.datasalt.es/



4.C.4 Master of Science in Big Data

Title Master of Science in Big Data

Description The structure of this Master’s program is composed of 2 semesters of coursework at ENSAI, followed by an internship within the professional world or academia/research laboratories.Since this program welcomes students with varying academic levels and skills in Computer Science, Mathematics, and Statistics, the structure aims to bring all students to the same scientific level in all three fields, with respect to their existing training, knowledge, and skills.

Therefore, in addition to common courses, the first semester includes courses tailored for students with different profiles. These courses take the form of two different tracks: Computer Science and Statistics, where students study the courses in which they need more training.

The demand for skills in the field of high-dimensional data processing, otherwise known as Big Data, is increasing dramatically worldwide, yet academic programs for this are still quite rare.ENSAI is accredited by the French Ministry of Higher Education and Research to deliver a Master of Science in Big Data (known as aMaster international or DNM in the French nomenclature).

ENSAI is currently the only French engineering school accredited to offer an all-English program with this unique training, combining Statistics and Computer Science.

ENSAI has many years of experience dispensing multidisciplinary training (Statistics, Computer Science, and Econometrics ), numerous international partnerships, a Big Data Academic Platform established by GENES, and a Big Data research chair financed by the Institut Louis Bachelier and the Fondation du Risque.

The Master of Science in Big Data offered by ENSAI therefore meets the very important need among corporations and organizations of all kinds for graduate-level training nearly non-existent in academic offerings on the French, European, and even international scale.



Country France



Structure Semester 1Statistics Track UE - Advanced Topics in Probability and Statistics Probability, Algebra, and AnalysisStatistical Inference and Hypothesis Testing Simulation and Monte Carlo Integration MethodsUE - Advanced Topics in Data Analysis Regression Models Multivariate Exploratory Data Analysis (Factorial Analysis - Clustering) Basic Sampling TheoryORComputer Science Track UE - Advanced Computer Science Client - Server Architecture, JavaEE Cloud Computing JavaEE Project UE - Computer Networks Computer NetworksCommon Courses UE - Data Mining and Statistical Learning Aggregation Methods in Statistics and Combinatorial Complexity Association Rules Mining Data Visualization UE - Databases Olap, Multidimensional Databases“Big Data” Databases NoSQL UE – High-Dimensional Statistics Penalized Regression Variable Selection MethodsUE - Operating Systems Unix (shell script)Parallelized Systems (UE - French as a Foreign Language)* (French Summer Program [July-August at CIREFE]) (Courses for foreigners: Written/Oral French language S1 [at CIREFE])Semester 2Common Courses (January - April)UE - Complex Data Modeling Functional Data Analysis Text Mining, Image Analysis UE - Efficient Sampling and Parsimonious Representations Compressive Sensing Parsimonious RepresentationsUE – Computer Science for Big Data Foundations of Big Data using MapReduce Hadoop Technologies (batch/real time processing), Storm, HD File System UE - Statistical Software Programming with Big Data in R using Distributed Memory Statistical Libraries for Big Data (Mahout, SAS, HPA)UE - IT Security Secure Pairing, Security Services against Piracy, Cryptography PrivacyUE - Big Data Project Big Data Project (UE - French as a Foreign Language)* (Courses for foreigners: Written/Oral French language S2 [at CIREFE])Internship (May - September)

EQF Level VII


Language English

Web page http://www.ensai.fr/formation/master-big-data.html

Provider

Name ENSAI - Ecole nationale de la statistique et de l’analyse de l’information

Address Campus de Ker-Lann - Rue Blaise Pascal - BP 37203 - 35172 BRUZ Cedex

Web http://www.ensai.fr/






Master’s degree

Awarding body ENSAI - Ecole nationale de la statistique et de l’analyse de l’information

Country France

Web http://www.ensai.fr/



4.C.5 Big Data Analytics for Business

Title Master of Science in Big Data Analytics for Business

Description The Master of Science in Big Data Analytics for Business is a one year program completely taught in English which aims at training data scientists in the field of (online) marketing, finance, and operations.Participants are exposed to the leading-edge fundamentals in decision-making by extracting knowledge from Big Data, including social media data, customer web traffic data, Bloomberg’s financial data, and inventory process logs.Participants will learn to solve managerial problems by critically asking questions in the spirit of ‘What do we know?’ (Data driven) rather than ‘What do we think? (Gut feeling).

Key Program Advantages• Introduction of leading tools and methodologies that convert data to knowledge• Possibility to obtain business-relevant certificates and exposure to business analytics and decision-

making tools (SAP Business Objects, SAS, Google Analytics, R, IBM Statistics, Hadoop, Hyve, Bloomberg trading room, Excel)

• Exposure to the impact of both academic and applied research on the industryCareer opportunitiesGraduates will acquire the skills to become decision makers with strong fundamentals in business and analytics. They become data scientists and can work as:• Digital/Web Analyst• Database Analyst• Market(ing) Researcher• Credit Risk Analyst



Country France

Structure The Master of Science in Big Data Analytics for Business is designed to help participants mastering the business knowledge, the methods and the analytical tools to convert BIG data into BIG insights in marketing, finance and operations.The program is offered on a full-time basis and consists of 2 consecutive semesters of courses (September – May) followed by a professional experience (from June onwards). The curriculum is developed around core modules in business, technology, and methodology, as well as specialized courses in marketing, finance, and operations.In a connected world, data provide companies with the opportunity to align their marketing, finance and operations strategy with objective facts and figures. Participants will learn how to become data-driven managers, and will be able to spot analytical opportunities in a given business context.Module 1: BusinessIntroduction to Business AnalyticsProject ManagementCommunication skillsLeardership skills and Ethical behaviourModule 2: TechnologyAdvanced Spreasheets AnalysisBusiness Analytics and Decision Making ToolsBusiness Reporting ToolsBid Data ToolsModule 3: MethodologyDescriptive and Predictive AnalysisForecastingSocial Network AnalysisConnected Vision TourModule 4: MarketingMarketing ResearchRecommendations ToolsClickstream and Web AnalyticsSocial Media AnalyticsSearch Engine OptimizationModule 5: FinanceCredit ScoringFinancial Data servicesModule 6: OperationsBusiness Process ManagementOptimization techniquesHands-on Experience

EQF Level VII


Language English

Web page http://www.ieseg.fr/en/programs/msc-big-data/



Provider

Name IESEG School of Management

Address 3 Rue de la Digue, 59000 Lille, France

Web http://www.ieseg.fr/




Master’s Degree

Awarding body IESEG School of Management

Country France

Web http://www.ieseg.fr/


126

4.C.6 Big Data and Business Analytics

Title Big Data and Business Analytics

Description This course will equip students with insight and knowledge about how Big Data & Analytics contributes to business transformation and growth. By considering market opportunities and drivers, industry specifics, required infrastructure and technology investments, and organizational factors students will be prepared to work on case studies, solve complex business and societal problems such as predicting and better understanding customer buying trends, optimizing organizational design, collecting and processing competitive intelligence, improving retail sales, or helping brand managers gather critical feedback on the success of a marketing campaign.During the course students will work in two tracks to deep-dive into Big Data & Analytics in Marketing and Big Data & Analytics in Strategy, where they will interact with Subject Matter Experts and solve various business cases.



Country France

Structure MBA for approx. 55 students, 40 hoursLEARNING OUTCOMESKnowledge of How to . . .Solve business problems by applying analytics methodologies and solutionsThink more analyticallyBuild fact-driven Leadership skillsLeverage analytics as a strategic assetDevelop Strategies and improve operations guided by insightsCreate business value through use of big data

EQF Level 6/7


Language French

Web page http://www.mba.hec.edu/Learning-Experience/Course-Index/Big-Data-and-Business-Analytics

Provider

Name HEC Paris

Address 1, rue de la Libération78351 Jouy en Josas Cedex - FranceTel: +33.1.39.67.95.46 / +33.1.39.67.73.83

Web http://www.mba.hec.edu/Learning-Experience/Course-Index/Big-Data-and-Business-Analytics

Contact person Tel: +33.1.39.67.95.46 / +33.1.39.67.73.83



None for the specific module, MBA for the whole course

Awarding body HEC Paris / MBA PRogram

Country France

Web http://www.mba.hec.edu/



127

4.C.7 Big Data Management

Title Master in Big Data Management

Description LUISS Business School’s Master in Big Data Management, developed in partnership with Oracle, provides young professionals with the skills to be at the forefront of modern Business Analytics technique and to become accomplished Data Scientist.The MaBDA programme prepares students to work effectively with heterogeneous, real-world data, training them to become experts in extracting useful insights for business. It provides a unique blend of information technology, mathematical, analytical, and managerial skills. The master features a project-based approach to learning and encourages the pragmatic application of a variety of different tools and methods to solve complex problems.Professional CompetenceMastering the modern business analytics techniqueBecoming a data scientistManaging and analysing heterogeneous, real-world dataWorking with different tools and methods to solve complex problemsWhy Oracle?Oracle is shifting the complexity from IT, moving it out of the enterprise by engineering hardware and software to work together—in the cloud and in the data centre.Oracle is one of the largest and most innovative computer technology corporation, with more than 400,000 clients in more than 145 countries around the world.By eliminating complexity and simplifying IT, Oracle enables its customers to accelerate innovation and create added value for their clients.Today, companies use data to model and control processes and run the business. This torrent of new data offers an opportunity to gain unprecedented insight and quickly test new ideas. It also provides the power to fundamentally change business operations.Job OpportunitiesThere is a growing demand for professionals trained to collect data and to use analytics tools to drive business decisions. At the same time, there is a short supply of data scientists in the global job market. The gap between demand and supply of skills is accelerating. While it poses serious challenges for recruiters, it offers enviable opportunity for professionals who have the right skills and training.Graduates obtain a variety of skills required for a career in predictive analytics, including the ability to analyze large datasets and to develop modeling solutions for decision support. Students also gain a good understanding of the fundamental principles of marketing, finance, customer relationship management along with communication skills to present results to a non-technical business audience.The Oracle stack for building Big Data and Advanced Analytics solutions (from the Big Data Appliance to Hadoop and the Oracle RDBMS passing thru Oracle Data Integrator, Endeca Information Discovery, Essbase, etc.) will constitute an important part of the MaBDA learning experienceLUISS Educational ModelFor Years, LUISS has played a key role in Italy’s economic development and cultural evolution. LUISS has trained world-class leaders sensitive to the values of the market culture and the rules of a modern democracy, and has made important contributions in the fields of Economics, Management, Law and Political Science. LUISS provides a state-of-the art model for advanced education and pursues academic excellence. Our mission is to offer the best education and services to our students. We respond to the needs of the global market and emerging professions and our teaching methods and styles are in line with the best international universities.Why LUISS BUSINESS SCHOOLLUISS Business School is the Business and Management School of LUISS University Guido Carli that leads the professional and personal development of students, faculty, researchers and professionals at different stages of their career through a wide range of degree and non-degree programs; from undergraduate and postgraduate up to PhD as well as executive education, customized trainings, academic conferences and international exchanges.

Admission Requirements:BACHELOR AND MASTER’S DEGREE in economics, statistics, engineering, information systems, mathematics or related fieldsBASIC KNOWLEDGE OF COMPUTER PROGRAMMINGADMISSION TEST (mandatory)Participants are admitted to the programme based on the admission test outcome, academic record and professional experience. The admission test evaluates the applicants’ skills, personal motivation and potential. The admission tests consists of:English Test(applicants with high TOEFL/IELTS score may be exempted from the English test)Logics Test(applicants with high GMAT/GRE scores may be exempted from the logics test)Personal Interviews



128



Country Italy

Structure The MaBDA is a 12-month programme of intensive training, designed to develop the necessary and unique set of skills required for a successful career in the world of big data and business analytics. The programme is composed of 8 months lecture based and 4 months of Field Project.Preparatory CoursesInformation management conceptsLinux and VM LaboratoryIntroduction to Data Management: RDBMS and HadoopIntroduction to R and PythonIntroduction to statistics for data scientistSpecialisatin CoursesIT CoursesInformation collection and transformation technologyAccess tollsAdvenced visalisationsAdvanced programming with RMethodological CoursesStatisticsEconometricsEconomic forecastingMachine learningBusiness CoursesCorporate and buinsess strategyMarketing analyticsFinancial economics and analyticsField ProjectThe Field Project represents an opportunity for students aiming to achieve the skills acquired throughout the course. It is an essential part of the training programme.The Field Project can take several forms:Company-Project work: students are coached by a company tutor during the development of tasks related to specific business scopes.Entrepreneurial Project: students develop a business plan supported by the Faculty.Research Project: on specific subjects in agreement with the Faculty.Career ServiceThe Career Service has been set up by LUISS Business School to offer career planning, counselling, and training to help the MaBDA students to reach their professional career goals. The Career Service supports students in defining their career expectations and facilitates employment opportunities.FacultyInstructors will include LUISS Business School Faculty members, professionals involved with data analytics, and Oracle’s EMEA BIG Data Enterprise Architects (e.g. Doug Cackett – Chief Enterprise Architect) and Oracle’s US Product Managers (e.g., being confermed, Charlie Berger – Senior Director Product Management Data Mining and Advanced Analytics).Experience of companies who have transformed their approach to business thanks to the use of big data will constitute a valuable addition to the learning experience.

EQF Level VII


Language English

Web page http://businessschool.luiss.it/mabda

Provider

Name Luiss Business School

Address Viale Pola, 12, 00198, Rome, Italy

Web http://businessschool.luiss.it




Master’s Degree

Awarding body Luiss Business School

Country Italy

Web http://businessschool.luiss.it




4.C.8 Development of software systems

Title Methods and technologies for the development of software systems

Description The high level technician for the methods and technologies for the development of software systems - Higher Technical Architectures and Cloud services, works to build and manage the development of software systems “based on cloud architectures.” He intervenes in the processes of analysis, specification, development, testing, and testing of products / services or ICT systems “distributed” from the evaluation of the technical characteristics of the overall system to the performance of individual technological components. He uses techniques and methodologies for the installation, supervision and maintenance of these applications / services, with reference also systemic integration “according to the logic service orientation”, the network management, upgrades and enhancements, to support users.



Country Italy

Structure 2000 h1st year: 680h of classes + 320h of internship2nd year: 520h of classes + 480h of internshipBase module/Unit:- Corporate information systems, systems engineering- Programming and databases- Web development, cloud computingAdvanced module/Unit:- virtualization- Develop applications for the cloud-cloud hybrid: the enterprise cloud- Life cycle management

EQF Level 5


Language Italian

Web page http://www.tecnicosuperiorekennedy.ithttp://www.ialweb.it/news/formazione/tecnico-superiore-i-metodi-e-le-tecnologie-lo-sviluppo-di-sistemi-software-10-07

Provider

Name ICT Kennedy

Address C/o Consorzio Universitario, via Prasecco, 3 – 33170 Pordenone

Web http://www.tecnicosuperiorekennedy.it/

Contact person Claudia Trotta, +393421640562, [email protected]



High level technician for the methods and technologies for the development of software systems - Higher Technical Architectures and Cloud Services

Awarding body ICT Kennedy

Country Italy

Web http://www.tecnicosuperiorekennedy.it/corsi/software-developer/



4.C.9 Design and database management

Title Techniques for the design and database management

Description The specialist in Data Science operates and collaborates in the areas of Direction of Information Systems, Marketing and Planning for medium and large companies from all product sectors, with preference for IT companies and consulting services. His task is to identify the sources of relevant data for analysis of phenomena of various kinds, in developing valuation models and predictive analytics using multidisciplinary approaches ranging from statistical numerical analysis, in setting the infrastructure to detect data, process them and store them. The work ranges on three parallel fronts. The first, more traditional, revolves around the management of hierarchical and relational database, resulting in the field of Data Warehouse and Business Intelligence. The second intersects the issue of management of unstructured content (Content Management). The third, most innovative and advanced, is directed towards the management of Big Data, new processing architectures and techniques of predictive analytics.



Country Italy

Structure 1000 hours (700 theory and 300 of stages)Communication and relationship skills; Organization and business creation (self-employment) and safety (DL.81 / 08); Intellectual property, privacy regulations; Technical English; Architectures operating systems evolved, and evolved to Server for Data Centers (MPP, SMP, Cluster); Fundamentals of design tools (Microsoft Excel, Power Point, Project); Fundamentals of Java Programming; Databases: Fundamentals of Architecture, Modeling, Analysis, and Data Management. SQL and Stored Procedures; Managing transactional applications and TP monitor; The data warehouse architecture and development; Principles of Business Intelligence technologies and choice; Elements of content management (unstructured data); Big Data: Principles of Statistical Analysis and Numerical, systems architectures, Analytics and other query tools and predictive analysis; Computer security, Data Base Maintenance, backup and DisasterRecovery; Project Work; Stage.Competences: The specialist in Data Science is able to:• Collaborate on analyzing the needs of the customer, identifying opportunities and constraints for the development of information management solutions using structured and unstructured data• Participate in the activities of planning and design of data processing solutions, integrating the various sources, different sizes, different logical structures • Intervening in the early stages of identifying tools and methodologies for the conduct of activities • To contribute to the development stages service or product by using the appropriate tools • to collaborate in the installation and configuration of the tools• Participate in the development of applications, the testing activities, the technical management of the services or products made.

EQF Level NA


Language Italian

Web page http://www.cardano.pv.it/progetti/ifts2014/pdf/Brochure-IFTS-BIGDATA.pdf

Provider

Name Polo Tecnico Professionale – Fondazione Le Vele

Address Via Fratelli Cuzio 42 - Pavia

Web http://poloict.fondazionelevele.it/http://www.cardano.pv.it/progetti/ifts2014/pdf/Brochure-IFTS-BIGDATA.pdf

Contact person poloict@fondazionelevele. it



Certificato di Specializzazione Tecnica Superiore: Tecnico Superiore in Data Science – Big Data, Analytics e Information Management.

Awarding body Polo Tecnico Professionale di Pavia

Country Italy

Web http://poloict.fondazionelevele.it/http://www.cardano.pv.it/progetti/ifts2014/pdf/Brochure-IFTS-BIGDATA.pdf



4.C.10 Data Analyst

Title Cloudera Data Analyst Training: Using Pig, Hive, and Impala with Hadoop

Description This course lasts four days and focuses on learning about the use of Apache Pig, Hive and Cloudera Impala. Participants learn how to capitalize on Big Data projects and acquire competences in business intelligence and data analytics using tools to access, manipulate and analyze complex data sets through the use of SQL and familiar scripting languages.



Country Italy

Structure For developers, administrators, data and business analystsDuration: 4 daysCosts: 2600 euro + VAT / participantCloudera Data Analyst Training: Using Pig, Hive, And Impala With Hadoop Take your knowledge to the next level with Cloudera’s Apache Hadoop Training Cloudera University’s four-day data analyst training course focusing on Apache Pig and Hive and Cloudera Impala will teach you to apply traditional data analytics and business intelligence skills to big data. Cloudera presents the tools data professionals need to access, manipulate, transform, and analyze complex data sets using SQL and familiar scripting languages. Advance Your Ecosystem Expertise Apache Hive makes multi-structured data accessible to analysts, database administrators, and others without Java programming expertise. Apache Pig applies the fundamentals of familiar scripting languages to the Hadoop cluster. Cloudera Impala enables real-time interactive analysis of the data stored in Hadoop via a native SQL environment. Hands-On Hadoop Through instructor-led discussion and interactive, hands-on exercises, participants will navigate the Hadoop ecosystem, learning topics such as: The features that Pig, Hive, and Impala offer for data acquisition, storage, and analysis The fundamentals of Apache Hadoop and data ETL (extract, transform, load), ingestion, and processing with Hadoop tools How Pig, Hive, and Impala improve productivity for typical analysis tasks Joining diverse datasets to gain valuable business insightPerforming real-time, complex queries on datasets Audience & Prerequisites This course is designed for data analysts, business intelligence specialists, developers, system architects, and database administrators. Knowledge of SQL is assumed, as is basic Linux command-line familiarity. Knowledge of at least one scripting language (e.g., Bash scripting, Perl, Python, Ruby) would be helpful but is not essential. Prior knowledge of Apache Hadoop is not required.

EQF Level NA


Language English

Web page http://www.gr-ci.com/wp-content/uploads/2015/01/Cloudera_Data_Analyst_Training.pdf

Provider

Name Cloudera

Address Via del Fosso della Magliana, 34g - 00168 Roma

Web http://www.gr-ci.com/servizi/formazione/corsi-cloudera-hadoop-italia/cloudera-data-analyst-training-using-pig-hive-and-impala-with-hadoop/




-

Awarding body Cloudera

Country Italy

Web http://www.gr-ci.com/wp-content/uploads/2015/01/Cloudera_Data_Analyst_Training.pdf



4.C.11 Artificial Intelligence Programme

Title Master of Science in Artificial Intelligence Programme

Description Duration: 2 years (120 ECTS credits)Master organized by the University POLITICNICA BucharestThe M.Sc. programme in Artificial Intelligence - taught in English - offers to the enrolled students in-depth theoretical and practical knowledge on:- artificial intelligence and intelligent applications;- distributed problem solving;- games and strategies;- intelligent agents and their applications;- social networks, search and filtering of information on the Web;- data mining, innovative ways to represent and use data;- natural language processingECTS: 120, Duration: 4 semesters Type: ResearchThe degree requirements for students in the Artificial Intelligence programme consist of core courses, options, and supervised research culminating in a Master Thesis. The Master’s Degree Programme is designed to be completed in 4 semesters, with the last semester dedicated mainly to research and the fulfillment of the Master Thesis.



Country Romania

Structure Sem IKnowledge representation and reasoningType systems and functional programmingData MiningComputer vision or one elective of the other programmesSem IIMulti-agent systemsNatural language processingSymbolic and statistical learning1 ElectiveSem IIISelf-organizing systemsNeural networksSoftware Verification and Validation1 Elective Sem IVResearch activities and development of Master ThesisOpportunitiesResearch activities:

EU funded programme “Support for a successful career in AI” Cooperation with Serious Games InstituteResearch assistantships in AI-MAS LabScholarships in 7 EU universities: UPMC, ENPSE, Utrecht Univ., PolytechMontpellier, Univ. Catalunya, PolytechNantes, Turku Univ.

Internships in companies: Digital Optics CorporationAquasoftTeamNetGemini Solutions

AI-MAS Winter Olympics competitionEntry RequirementsApplicants should hold a Bachelor degree in Computer Science, Computer Engineering, Information Technology, Systems Engineering, Informatics, Mathematics or related areas. Applicants are required to pass an admission examination. More details on entry requirements are to be found here and here. Foreign student applications will be considered based on the curriculum content of their Bachelor Degree and academic performance.

EQF Level 7


Language English

Web page http://aimas.cs.pub.ro/master_ai/



Provider

Name University Politehnica of Bucharest - Faculty of Automatic Control and Computers AI-MAS Laboratory

Address -

Web http://aimas.cs.pub.ro/master_ai/

Contact person Tel.: +4021 402 3935, +4021 402 3927



Diploma of Master in Advanced Composite Materials with Special Destination

Awarding body Facultatea de Chimie aplicata si stiinta materialelor, Universitatea Bucuresti

Country Romania

Web http://www.chimie.upb.ro/uploads/doc/educatie/plan-de-invatamant-masterat-materiale-compozite-avansate-cu-destinatii-speciale.pdf http://www.chimie.upb.ro/contact



4.C.12 Big Data Professional

Title First Level: Big Data Professional

Description 2 Modules Course and 2 exams which entitle the participant to the Certification of Big Data Professional



Country Romania

Structure B90.01 Fundamental Big Data (price: 279 euro)Foundational course that establishes a basic understanding of Big Data from business and technology perspectives, including common benefits, challenges and adoption issues.B90.02 Big Data Analysis & Technology Concepts (price: 279 euro)Explores contemporary analysis practices, technologies and tools for Big Data environments at a conceptual level, focusing on common analysis functions and features of Big Data solutions.Exams and certifications are done through Prometric (130 euro for exam and certificate for each module)

EQF Level NA


Language Romanian / English

Web page http://cursuribigdata.ro/ http://www.bigdatascienceschool.com/

Provider

Name Big Data Science School

Address 202 - 55 Gostick PlaceNorth Vancouver, BCCanada V7M 3N2

Web http://www.bigdatascienceschool.com/




Big Data Professional

Awarding body Big Data Science School and Arcitura

Country Romania

Web http://cursuribigdata.ro/ http://www.bigdatascienceschool.com/ http://prometric.trainingit.ro/



4.C.13 Computer Science with Artificial Intelligence BSc

Title Computer Science with Artificial Intelligence BSc

Description This course is designed to offer both a general understanding of computer science as well as specialist skills in artificial intelligence. In addition to fundamental computer science classes and laboratories, the course covers topics including expert systems, intelligent agents, the history and philosophy of artificial intelligence, machine learning, computer vision, neural networks, heuristic optimisation and other intelligent systems.



Country UK

Structure Year OneProgramming and AlgorithmsComputer FundamentalsSystems and Architecture Mathematics for Computer ScientistsDatabase and InterfacesIntroduction to Software EngineeringProgramming ParadigmsFundamentals of Artificial Intelligence Year twoAlgorithm and Data Structures Software Engineering Group ProjectOperating Systems and Concurrency Software Application Development Planning, Search and Artificial Intelligence ProgrammingYear ThreeIndividual Dissertation – Artificial IntelligenceKnowledge Representation and ReasoningComputers in the WorldDesigning Intelligent Agents

EQF Level 6


Language English

Web page http://www.nottingham.ac.uk/ugstudy/courses/computerscience/bsc-computer-science-artificial-intelligence.aspx

Provider

Name Nottingham University

Address The University of NottinghamKing’s Meadow CampusLenton LaneNottingham, NG7 2NR

Web http://www.nottingham.ac.uk

Contact person The Student Recruitment Enquiries Centre



Bachelor in Artificial Intelligence

Awarding body Radboud University

Country Netherlands

Web http://www.ru.nl/english/education/bachelors/artificial/


136

4.C.14 MSc Big Data Analytics

Title MSc Big Data Analytics

Description This is a one year, full time taught MSc. designed to lead to a job in data science or analytics.The course covers Big Data technology, advanced analytics and industrial and scientific applications.



CountryStructure 1.Foundation Maths and Computing

Theoretical grounding to build on for the rest of the course.2.Big DatabasesAfter a recap of SQL, this course takes students through the various NoSQL databases such as document stores like MongoDB, column stores like Cassandra and graph databases like Neo4j.

3.Big Data AnalyticsMachine learning, data visualisation, web analytics and sentiment analysis, plus the practicalities of big data analytics with techniques from data mining, machine learning, statistics, data visualisation and web analytics. Students also learn how computers are trained to understand the present and predict the future with data from finance, marketing, and social media.

4.Hadoop and MapReduceThis course covers distributed data processing with Hadoop and MapReduce in addition to the use of Condor for distributed computation.

5.Heuristics for Big ProblemsMany big problems from scheduling a large airport to routing a fleet of trucks cannot be solved to perfection. This course covers computational heuristics for function optimisation where the search space is far too large to search exhaustively.

6.Scientific and Commercial ApplicationsWith guest lectures from science and industry, this course presents a set of case studies of Big Data in action. Students learn first hand how companies are using big data in fields such as banking, travel, telecoms, genetics and neuroscience.

7.ProjectsEach student will carry out a project using a Big Data technology of their choice. Students choose a specialist topic and carry out an in-depth analysis of the topic and its technology then build a solution that will showcase skills to employers.

EQF Level 7


Language English

Web page https://www.stir.ac.uk/postgraduate/programme-information/prospectus/computing-science-and-mathematics/bigdata/

Provider

Name University of Stirling

Address FK9 4LA Scotland

Web https://www.stir.ac.uk/

Contact person Kevin Swingler



MSc in Web Sciences and Big Data

Awarding body Liverpool University

Country UK

Web https://www.online.liverpool.ac.uk/programmes/msc-in-web-sciences-and-big-data#GXyDB1jyvl1zjhXr.99



137

4.C.15 Bachelor in Information and Communication Technology Engineering

Title Bachelor in Information and Communication Technology Engineering

Description Bachelor of Engineering (ICT), is a complete course of study that qualifies students for national as well as international business functions in which they: 1) Implement computer science and technical research results, as well as knowledge from information technology engineering, general engineering and the natural sciences, in practice through IT development assignments and by solving IT related problems. 2) Design and implement IT systems, design and implement software to control electronics and mechanical systems. 3) Critically acquire new knowledge within relevant areas of information technology engineering and carry out, on an independent basis, various ICT engineering related assignments. 4) Plan, realize and manage technical installations using information technology, including being able to take into account the societal, financial, environmental and working environmental consequences of their solution. 5) Participate in management and collaborative situations with people from different educational and cultural backgrounds. 6) Become qualified to participate in further studies. The ICT Programme at VIA University College is a vocational oriented course of study with emphasis on giving students the skills to act upon graduation as project managers with the ability to obtain an overview of new problem areas, describe these and realize solutions, both nationally and internationally.The goal is to educate ICT Engineers and give them comprehensive insight into software, hardware and technological development as well as to ensure that they can communicate and work with other stakeholders in the industry.



Country Denmark



138

Structure The programme requires 3½ years of full-time study and is divided into seven semesters, acquiring 210 ECTS points1.The programme includes: - Compulsory courses and projects - Compulsory workshops - Specialisation courses - Elective courses - Internship - A bachelor project Student will choose to specialise within one of three tracks:- Embedded Engineering- Cross Media- Business information system

1st. semester: Basic System Construction:The goal is to give you profound knowledge and practical skills in object-oriented programming and system development. Student will also learn about responsive web design. The semester is organised as a number of introductory courses and a semester project in which He will design, implement and document a single-user software system.2nd. semester: Client Server Systems:During the 2nd semester student will learn about computer networking, database development and system development methods, and he will accumulate the programming skills necessary to build client/server systems. The semester is organised as a number of mandatory courses, along with a semester project in which you will develop a client/server system.3rd and 4th semester: Specialisation.Mandatory courses in the 3rd and 4th semesters will help student to understand distributed systems in order to implement them. Other topics include basic computer architecture, the .net platform, algorithms and advanced data structures in C# programming language.Student can choose between three different specialisations:- Business Information Systems – Courses include Data Warehousing and Master Data Management, Enterprise Resource Planning (ERP), business intelligence, data visualisation and analytics.- Cross Media - Courses include Mobile Applications and Serious Games, which involves Unity, asset store, modelling and simulation, as well as interfacing.- Embedded Engineering - Courses include basic electronics, real-time and embedded programming, as well as electronics used to interface micro-controllers with a number of sensors and actuators.5th semester: InternshipDuring this semester, student will do an internship in a company in Denmark or abroad. The internship gives you the opportunity to acquire invaluable work experience in a challenging environment and to put into practice the knowledge you have gained during your studies.6th semester: Specialisation, Electives & BAStudent will be choosing from different elective courses depending on his interests and line of specialisation. Mandatory specialisation courses also take place during this semester, and he will prepare for your final project - the Bachelor Project.7th semester: Specialisation, Electives & BA:During the 7th semester, student will be working on your Bachelor Project. The purpose of the Bachelor Project is to demonstrate his ability to solve a relevant ICT Engineering problem and document the solution. The Bachelor Project is typically a real-life project done for a company and is made in groups of two or three students.Study location: HorsensRequirements for Danish students:Danish students need an Upper Secondary School Leaving Certificate (STX, HF, HHX, HTX, EUX) with Mathematics at high advanced level corresponding to a Danish A-level, Physics B-level and English B-level. You must have passed all subjects with a minimum mark of 02 It is extremely important that you are able to attend courses that are taught and examined in English. Requirements for international students:- Upper Secondary School Examination Certificates and diplomas. Send a copy of transcript of records translated to English.- The International and the European Baccalaureates.If English is not your first language you need to provide documentation of your English language level.

EQF Level 6


Language English

Web page http://en.via.dk/programmes/technology-and-construction/ict-engineering-bachelor#filter-module



139

Provider

Name VIA University College

Address ICT Engineering Chr. M. Østergaards Vej 4 DK - 8700 Horsens

Web http://en.via.dk/programmes/technology-and-construction/ict-engineering-bachelor

Contact person T: +45 87 55 40 00, E: [email protected]



Bachelor in Information and Communication Technology Engineering

Awarding body VIA University College

Country Denmark

Web http://en.via.dk/



140

Sector Skills Alliance for Advanced Manufacturing in the Transport Sector

WWW.SKILLMAN.EU

REPORT ON VET PROVIDERS AND EDUCATIONAL CHALLENGES IN EUROPE IN THE FIELD OF ADVANCED MANUFACTURING IN THE TRANSPORT SECTOR

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REPORT ON VET PROVIDERS AND EDUCATIONAL