FOR OPTIMISATION OF VOCATIONAL EDUCATION - uni … · Competencies necessary ... “A guide for...
Transcript of FOR OPTIMISATION OF VOCATIONAL EDUCATION - uni … · Competencies necessary ... “A guide for...
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EU LEONARDO DA VINCI PROJECT LT/01/B/F/PP-137 011
F O R O P T I M I S A T I O N O F V O C A T I O N A L E D U C A T I O NAND TRAINING PROGRAMMES
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INTRODUCTORY WORD ...........................................................................101
1. THEORETICAL FOUNDATIONS OF VOCATIONAL EDUCATIONPROGRAMME OPTIMISATION ..................................................................103
2. SECTORAL ANALYSIS .................................................................................1172.1. Research into motor vehicle work sector .............................................................. 120
3. OCCUPATIONAL (QUALIFICATION) RESEARCH ......................................1293.1. Composition of occupational (qualification) research ...................................... 1373.2. Work process stages ............................................................................................... 1383.3. Work objectives ....................................................................................................... 1393.4. Qualitative requirements for the work ................................................................ 1393.5. Work safety and environment protection requirements ................................... 1393.6. Technical, technological, organizational and didactical
workplace specifications ....................................................................................... 1393.7. Work organization specificities ............................................................................ 1413.8. Competencies necessary for the work performance .......................................... 1413.9. Technological and organizational work sector change and
its impact upon optimisation of vocational educationand training seeking for employment growth .Sector: motor vehicle technical diagnostics and repair .................................... 141
3.10. Practical recommendations how to performoccupational (qualification) research – interview withspecialists and work observation ........................................................................ 143
3.11. Functional analysis of motor vehicle mechanic’s work.Work area: chassis diagnostics and repair ......................................................... 150
3.12. Analysis of the research into competencies ...................................................... 155
3.13. Competence assessment ........................................................................................ 157
3.14. Continuing vocational education and training in motor service companies ... 158
4. ANALYSIS OF THE TEACHING PROGRAMMES ........................................1614.1. Teaching programme characteristics ................................................................... 165
4.2. Teaching programme analysis .............................................................................. 167
5. DEVELOPMENT OF THE TEACHING PROGRAMMES ..............................1775.1. Motor vehicle mechanic’s vocational training modules ................................... 1815.2. Parameters of motor vehicle mechanic’s vocational training modules ........ 183
PRACTICAL POLITICAL RECOMMENDATIONS ........................................189
CONTENTS
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Introductory word
Curriculum optimisation is, perhaps, one of the most contradictoryobjectives in vocational education and training area. The term “optimisation”bears an economic connotation, therefore, programme optimisation requiresnot only to evaluate the situation in work sector and determine the undergoingchanges and tendencies, but also evaluate and compare the vocationaleducation and training programmes of one area within the scope of a concreteregion or even the whole country. Vocational education programmeoptimisation, oriented to meeting new labour market needs and developmentof employability, requires a lot of time and efforts. On the other hand, duringthe process of vocational education and training programme optimisation,new qualification requirements emerge that have not been fixed in vocationaloccupation standards. It offers an opportunity to develop recommendations torenew vocational occupation standards, an important objective in thedevelopment of vocational education and training.
Vocational education programme optimisation also aims at expandinglearner employment opportunities, and it also requires a lot of efforts andconsideration while transferring activity sector needs into teachingprogrammes. A problem often arises when, after the investigation into workand qualification area, the results of the research are not utilized and teachingprogrammes are renewed on the basis of a rather superficial evaluation of thechanging labour market demands.
The authors of this publication evaluated the experience of German,Finnish and Lithuanian educational institutions and suggest concreteprogramme optimisation steps which were piloted during the Leonardo daVinci pilot project LT/01/B/F/PP-137 011 “Expansion of employability optimisingvocational education and training programmes”.
“A guide for optimisation of vocational education and trainingprogrammes” is a publication for the personnel of vocational education andtraining institutions, teachers and specialists who develop and renewprogrammes aiming at providing vocational school students withqualifications that correspond to today’s labour market demands.
Authors of the publication
I N T R O D U C T O R Y W O R D
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Vocational education and training programme optimisation directlyrelates to the optimisation of the curriculum seeking to satisfy labourmarket demands and interests and individual’s expectations as much aspossible.
The word “to optimise” (Lat. optimus – the best) means to find thebest variant or possibility from the existing ones. Optimised curriculumshould be realistic, economical and should guarantee employability andmobility in labour market.
Prof. R. Lauþackas (Vytautas Magnus University) defines optimisationas coordination of the goal-based teaching with time and other resources.Optimisation resources lie in the strengthening of intersubjectrelationships.
Rapid economic, technological and social development exerts impactupon the need for new competencies and skills and often broadens thelimits of current qualifications. This way, the process of vocationaleducation and training optimisation creates new educational programmesthat integrate knowledge and skills in different activity and science areasand also enhances the appearance and development of new vocations (aspecialist in mechatronics, stylist-designer, etc.).
The structure and content of an educational programme oriented tothe increase of learner employment opportunities should be rather differentfrom a traditional vocational education and training programme with anarrow specialisation. The structure and contents of such a programmeis more oriented to qualification standards or competencies based on thework, and the part of general education subjects is reduced to theminimum. However, the experience of the European Union countries showsthat developing a vocational education and training programme orientedto the labour market demands, it is important to find an optimalrelationship between professional knowledge and skill provision andpersonality growth. Orienting an educational programme to meet therequirements of labour market, educational methods have to be changedas well: learning methods particularly independent learning methods startgain preference over the teaching methods.
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Experts from the German Federal Vocational Education and TrainingInstitute Ute Laur-Ernst, Margret Kunzmann and Bernd Hoene(Development of Standards in Vocational Education and Training –Specification, Experience, Examples, 1999) present the following vocationaleducation programme optimisation characteristics in the European Unioncountries:
• balanced structure, open to adaptation and situation requirements;
• activity and work basis providing more opportunities for practicalexperience-based learning;
• integrated, holistic attitude, when vocational education contentcoheres with general or academic subjects, and theoretical teachingis strongly related to the acquisition of practical experience;
• achieved balance between the teaching, oriented to labour marketdemands, and goals of individual personality development.
The following objectives of vocational education and trainingprogramme optimisation directed to the increase of learner employabilitycan be discerned:
1. To focus attention on the environment favourable to independentlearning, conferring mentor functions and objectives to the teacherand master and facilitating learner initiative.
2. To devote the main attention in the teaching curriculum and itsorganization to the most urgent qualification and competencedemands.
3. To provide and develop competencies which would allow:
3.1. To improve learner employment opportunities in the regionallabour market. Means: cooperation with employers in theregion, organization of practical teaching and on the jobtraining in companies.
3.2. To increase learner geographical mobility to improveemployability. Means: cooperation with employers in otherregions, their participation in vocational education and
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training programme development, gathering anddisseminating information about employment opportunitiesin other regions, organization of meetings with employers.
3.3. To empower the learners to find a job not only in one exactactivity field (motor vehicle mechanics), but in other similaractivity areas as well (industry: mechanics, mechatronics,equipment production and repair, etc). Means: to provide abroader set of subject competencies (technical knowledge,work with equipment and quality management skills), andcore skills (communication, decision making and learningto learn skills).
3.4. To develop independent business creating initiatives. Means:provision of business knowledge and skills.
3.5. To increase the learner competitiveness with respect toLithuanian and expanding European Union labour market.Means: constant technical, technological and organizationalsector development in the foreign countries analysis andapplication of its results to the improvement of teachingprogrammes (e.g., with respect to implementation of newtechnologies in the sector and related new qualificationdemands), development of vocational foreign languageknowledge and skills.
4. To take into account the increase of learning accessibility for peopleof various ages and vocational background: vocational schoollearners, employees, and the unemployed.
The implementation of these objectives allows for the use of variousvocational education and training programme optimisation models. Inthis publication two vocational curriculum optimisation models are brieflydiscussed: a model based on work and learning fields which is popular inGermany and optimisation of the teaching programmes, supplementingthem or changing different teaching modules adapting the content andteaching methods to the new demands and objectives of the world ofwork.
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Work and learning fields based vocational curriculum optimisationconsists of the following stages:
1. Evaluation of the initial learner vocational preparation levelaccording to the chosen criteria. The purpose of the evaluation isto define learner vocational preparation adequacy to therequirements of the teaching programme. An interview method ortest is used.
2. Adaptation of the learner current vocational preparation level andprofessional qualification to the qualification requirements definedin the curriculum. The purpose is to identify the gaps in competen-cies that are to be filled by teaching.
3. Learning and teaching stage. Learners learn in various modules.
4. Evaluation of the learning results – the acquired competencies andfinal adaptation to the concrete sector requirements (On the jobtraining stage). At this stage learners, teachers and employersevaluate the acquired competencies by checking them in real workcircumstances, possible correctable actions are foreseen that helpto better adapt learner acquired competencies to labour marketdemands.
Vocational education and training, oriented to the learner employmentopportunity growth, favours working process as a learning environmentwhich determines appropriate teaching and learning methods:independent learning, learning in groups and project learning.
On the basis of work process analysis, the work didactical structureis discerned from the activity model. All the participants of the learningand teaching process should participate in the analysis of the work activityand its didactical structure: learners, employees, teachers of theory andpractice, production masters. During the work activity analysis, learnersand employees can provide information about such aspects of work thatrequire more attention during the teaching process, due to their complexityand importance, should provide information where more vocationalteacher or production master support and guidance is necessary.
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Work activity analysis also helps to clarify assumptions forindependent learning and its intensivity. Production masters and practiceteachers can provide more comprehensive information about work activitytechnical and organizational requirements, activity organization process,technical means used, qualitative requirements for the work process andproducts, work safety and environment protection standards. Their majorrole in this process is to provide information about the workplacerequirements for employee qualification.
Theory teachers, analysing work activity didactical structure, definethe level of theoretical knowledge areas and theoretical preparation level,necessary to carry out the work activity; they look for methods oftheoretical and practical teaching integration that guarantee the necessarytheoretical and practical vocational preparation to carry out workassignments, investigate demands raised by general education knowledgeareas (mathematics, physics, foreign languages, etc.) in solving concretework tasks.
Masters and experienced qualified workers play an important role inthe process of developing a vocational education and training programmeoptimisation model based on work and learning. Hans-Dieter Hopfnerdistinguishes the following curriculum designing work process-orientedmethods: observation of typical work task performance carried out byqualified workers, interview of qualified workers and masters (Hopfner,1995).
Performing work process observation and interviewing qualifiedworkers and masters, the following work activity process aspects arediscerned and analysed:
- The main tasks of a qualitative work peculiar to the work areaunder the analysis;
- Need for individual and group actions to carry out work tasks;
- Main criteria of qualitative work performance;
- Complexity of the performed work activities and their constituents.
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Practically, the view would be as follows: workers are interviewedabout the work they carry out; then a work activity task list isbrainstormed. Later this list is checked, highlighting primary andsecondary work activity tasks. In the text stage, workers define everywork task in detail presenting the following information:
- Work content;
- Used work activity means;
- Used work activity methods and procedures;
- Work organization ways;
- Quality requirements for the performed work activity;
- Work safety and environment protection aspects.
The work task list with a detailed description of their content, thus,according to Hans-Dieter Hopfner, forms the basis of the curriculumoriented to the work process.
As it has been mentioned, learning environment plays a rathersignificant role in the work process-oriented vocational education andtraining; therefore, learning environment has to be similar to the realwork activity as much as possible. The more teaching is related to modernwork process, the broader the possibilities open for learners to acquiretechnical and social competencies that correspond to modern requirements(Hans-Dieter Hopfner, 2002). Due to this, theory teachers have tocommunicate with practice teachers and masters very closely organizingthe teaching process together.
Nowadays in the European Union new tendencies are observed:vocational teaching programmes based on the teaching discipline are beingchanged by work process and competence based programmes. For instance,in Germany, “learning fields” are more and more being applied in vocationaleducation and training programme development and design. “Learningfields” are didactically reflected work activity areas which make the basisof work oriented vocational education and training curriculum.
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Discerning work area didactical content and transformation of thework areas themselves into learning areas is a complicated process thatconsists of work functional analysis and transfer of the necessarycompetence analysis results into the teaching programmes, and design ofthe learning and teaching situations similar and adequate to the activityprocess. Waldemar Bauer and Karin Przygoda (The Contribution of theGerman Pilot Project “New Learning Concepts within the Dual VocationalEducation and Training System” Towards the Development of Work ProcessRelated and Competence-Based Curricula, 2002) distinguish the followingwork problems in the process of designing work-oriented curriculum:
The problem of analysis
- How should work areas and work processes be analysed seeking todesign a curriculum?
- What should be the methodology of work area functional analysisand its adequate methods?
The problem of transformation
- How to transform empirical work process functional analysisresults to the curriculum taking into account the competence developmentissue? What are the pedagogical and psychological criteria of workfunctional analysis result transformation to vocational education andtraining curriculum?
The problem of systematisation
- How to cohere work area elements with the curriculum contentaiming at vocational competence development process enhancement?
The main purpose of “learning area” based vocational education andtraining programme is to approach the process to the vocational workactivity and foster the efficiency of the learning results in the area ofincreased employability. Therefore, for the construction of such kind ofcurriculum it is necessary to identify essential and most significant work
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activity situations, as they encompass the most important learningpotential.
Waldemar Bauer and Karin Przygoda, analysing “learning area” basedcurriculum pilot research, noted four criteria necessary for “learning area”construction:
• The origin of “Learning areas” lies in the main work areas;
• “Learning areas” have to be related to the processes of vocationalwork activity and business and have to express the processual natureof work and learning;
• “Learning areas” have to be described on the basis of competencies;
• “Learning area” content is structured according to the subjectactivity area logics.
Vocational education and training optimisation model requiresthorough preparation and particularly comprehensive activity, andespecially functional analysis, seeking to highlight the major programmeinadequacies to the requirements of the world of work. Such programmeoptimisation and adaptation to the labour market demands is a long-term process, whereas the world of work is undergoing rapid technologicaland organizational changes. To evaluate these changes timely in theprogrammes of vocational education and training, their optimisationprocess have to be more rapid, and optimisation methods have to be flexibleand adaptive. These features are characteristic to another model ofvocational education and training programme optimisation, based onprogramme supplementing or changing by various modules, createdaccording to the changing demands of the world of work.
Orientation of vocational education and training programmestowards the increase of employment opportunities implies re-orientationof vocational education and training from formal general vocationalqualification standards and teaching subjects to more flexible modularwork models that reflect the actualities of the labour market. Ute Laur-Ernst, Margret Kunzmann and Bernd Hoene distinguish two types of
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dividing vocational teaching programmes into modules:
1. Division into separate teaching modules; learner achievementevaluation is carried out in every module separately.
2. Joining separate modules into a modular combination; learningachievement evaluation is carried out in all the modules together.
The choice of methods to be used in dividing the curriculum intomodules depends on concrete teaching and learning situation demandsand conditions.
Optimisation of vocational education and training programmesshould be based on methodological principles which lead to different waysof solving vocational education tasks but allow to match the commoncurriculum content and structure. This does not suggest the appearanceof identical teaching programmes all over the country. The main aim is tocomprehensively evaluate the qualification needs in the target sector andresearch competencies necessary to perform tasks in identical workprocesses. One of such methodological principles was suggested duringthe GTZ project CURRENT (1998).
Fig. 1. Procedure and methodological framework preparing curriculum design
THEORETICAL FOUNDATIONS OF VOCATIONALEDUCATION PROGRAMME OPTIMISATION
Sectoral analysis
Selection of representative
companies and work places in the motor
vehicle sector
Work process analysis
Research into skilled work and working processes in the
companies
Studies of work processes
Expert-skilled workers research
Identification and logical structurisation of work process oriented tasks
Curriculum formation
Formulation of work process related learning
tasks according to:
• A modular structure or
• A teaching/learning field structure
• ...
Companies and work places with tasks and
qualification requirements typical and
representative for an individual occupation
Identification of
• Objects • Tools/means • Methods/ skilled work
organization • Requirements for
skilled work and technology
Identification and structurization of highly relevant tasks for skilled
work
Curriculum concept
Preparation Execution Transfer performances
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Fig. 2. Curriculum design and optimisation model proposed by CURRENT project.
THEORETICAL FOUNDATIONS OF VOCATIONALEDUCATION PROGRAMME OPTIMISATION
Analysis of labour, goods and service
markets
Framework conditions Geographical scope Cooperation partners/composition of the planning group
Curriculum
Work and learning tasks
Competencies and contents
Pedagogical framework - Short general descriptions - Didactic and methodical focuses
Revision process/Curriculum development
Curriculum concept Decision on the framework: - Labour, goods and service markets (status quo/ forecast) - Target group /situation, previous schooling, prospects - Target group needs in terms of labour, goods and service markets
Structuring the curriculum concept Elements of the curriculum (teaching and learning areas/ curriculum characteristics) Training organization (location, duration, other formal factors)
Analysis of the target groups
Analysis of the training sectors
Steps involved in developing a curriculum • Identify occupational profile/field of activity
• List other competencies to be acquired during training learning
• List fields of work • List of typical tasks to be performed in every field of work
• List competencies necessary to carry out these tasks
• Compile examples of work and learning
tasks
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The following framework for process analysis is suggested (Fig.1):
Step 1. Sectoral analysis.
Step 2. Work process analysis and evaluation of work tasks.
Step 3. Curriculum design.
In order to improve the current curricula by the development of newteaching modules it is recommended to perform the following curriculumoptimisation actions:
• Work analysis including work sector research and qualificationneeds analysis.
• Qualification research and functional analysis.
• Analysis of the current vocational programme contents and itscorrespondence to the demands of the world of work.
• Improvement of the teaching programmes.
These actions of optimisation will further be more broadly discussedin other chapters of the publication. Here, their short definitions arepresented:
Work analysis – research into the activities in a certain target sector(sewing, motor vehicle mechanics, administration, etc) in one’s countryand abroad: selection and analysis of the information about general andspecific tendencies of work change in certain sectors.
Occupation (qualification) research - work process researchaiming at the investigation of work activity vocational context – to searchthe vocational work activity from the inside, revealing all the workrelationships, explore its goals, analyse organizational structures peculiarto that work activity, determine the competencies necessary to carry outa certain activity, identify learner current vocational knowledge and skills.
Curriculum comparative analysis is necessary to assess andcompare what is required by the today’s labour market and what is taught
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at schools. Having chosen several major criteria (competence, final andintermediate teaching goals, relationship of practical and theoreticalteaching, evaluation, etc.), analysis of some vocational education andtraining programmes in the same work area is carried out and adequacy/inadequacy of the teaching programmes to labour market demands isinvestigated.
Improvement of vocational education and trainingprogrammes – modification of the teaching programmes seeking toimprove the teaching/learning process content, methodology andorganization and increase the efficiency of the teaching process.
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Analysis in the target work activity sector is the first step ofprogramme optimisation (curriculum reconstruction) process. Theanalysis aims at collecting information about skilled work in a concretework activity sector. Such information helps to identify the real demandfor competencies needed to carry out work tasks in a skilled and qualifiedway.
During the sectoral analysis, the following factors significant for thework activity target sector are revealed and researched:
- work contents;
- employment perspectives;
- opportunities for mobility in the labour market;
- technological and organizational work activity innovations;
- number and distribution of companies and organisations in thetarget sector;
- need for specialization;
- challenges and demands caused by work changes.
Sectoral analysis includes the following areas:
• analysis of work structure in a concrete sector;
• research into employment conditions;
• work change and development tendencies;
• interrelation between work performers;
• technical and organizational work innovations;
• types of the existing and future products and services.
Action research is mostly performed when there is lack of deeperinformation about the nature of work activity in a certain sector, workmodels, applied technologies and work organization, qualificationdemands in the sector, etc. Action research is time consuming and is rather
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complicated; however, it presents important and exact informationnecessary for further curriculum optimisation stages.
Major information resources for action research are as follows:statistical information provided by country statistical departments,review-analytical work sector articles, specialised publications, seminarsand conferences oriented to the target sector.
Irrespective of a rather different motor vehicle mechanic work structurein partner countries, it is possible to find a number of unifyingcharacteristics typical to this work and its sector: companies of varioussize work in the sector, work specialisation is diverse, initial andcontinuous vocational training is carried out in educational institutionsand companies, etc. The analysis of these elements provides informationnecessary for the work process research. Due to the analysis, the necessarycompetencies and characteristics of skilled workers are discovered.
2.1. Research into motor vehicle work sector
In this chapter, a brief analysis of the work carried out in the motorvehicle sector will be presented.
The following work activity structure characteristics were researched:
1. Employment in the sector.
2. Job types (profiles) in the sector.
3. Number of companies.
4. Types of the companies.
5. Employees in the companies.
6. Business fields in the companies.
Characteristics of products and services (of motor vehicles):
1. Number of vehicles in the country and per inhabitant
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2. Share of different types of vehicles
3. Technology trends in motor vehicle sector.
4. Customer needs.
Training institutions and their work fields:
1. Types of training institutions providing training for employees inthe target sector.
2. Number of training institutions.
3. Number of graduates of the training institutions
4. Associations which support the sector (Chambers of Trade andCommerce, Trade Unions, etc).
5. Laws and rules regulating vocational education and training.
It is important to collect the necessary information according to allthese criteria and assess its origin. The obtained information allows toestimate sector tasks relevant to qualification demands and assess thechange tendencies in qualification demand.
Fig. 3. Motor vehicle repair in Germany – sector structure.
S E C T O R A L A N A L Y S I S
Subsidiaries controlled by motor vehicle manufacturersSubsidiaries independent of motor vehicle manufacturersAutorized sales and repair shopsIndependent repair shops
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Fig. 3 shows the structure of motor vehicle sector in Germany. Similardata can be obtained about other European countries. To clarify workcontents in more detail, it is worth carrying out a case analysis ofcompanies representing different work sector subgroups. It is notrecommended to base the analysis only on, e.g., sale and repair shopsubgroup analysis.
S E C T O R A L A N A L Y S I S
Fig. 4. Regional structure of motor vehicle repair workshops in Lithuania –distribution according to the number of employees.
Fig. 4 shows that in companies of different size, there exists differentwork organisation and employee responsibility.
Fig. 5. Different types of motor vehicle repair workshops and their know-howdemand in comparison with the available know-how supply.
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It is possible to choose companies and training institutions for furtherwork process research according to the sectoral analysis results. Theselection of companies with typical employee numbers and business trendsguarantees that the detected competence demand will be representativefor the chosen sector.
Information presented in Fig. 5 indicates that such companies asindividual “rest” garage do not require a large number of skilled workers,whereas multi-service centres need skilled employees able to provide allmotor vehicle repair services. Thus, multi-service centres are more suitablefor the analysis of work processes and work tasks.
Other criteria for choosing case studies are as follows:
1. Case distribution more or less corresponds to the structure of theworkshop distribution within the target sector.
2. Companies provide continuous training.
3. Companies accept students for practical training.
Taking into account the above mentioned criteria, in Germany, 8companies were chosen for qualification needs assessment, case studiesand work process analysis.
Table 1. Selection of cases considering the results from sectoralanalysis.
S E C T O R A L A N A L Y S I S
Cases
Case 1: BMW / town
Case 2: VW / rural region
Case 3: Volvo / town
Case 4: Audi / town
Case 5: independent / town
Case 6: independent / rural region
Case 7: independent / town
Case 8: independent / town
Companytype
C
C
B
B
D
D
D
D
Company size(Number of employees)
III (18)
IV (39)
I (4)
III (15)
III (15)
III (14)
II (9)
I (4)
Trainees
7
6
2
3
2
4
1
1
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Classification of companies:
A: Subsidiaries controlled by motor vehicle manufacturers.E.g.: The car repair workshop is owned by BMW factory.
B: Subsidiaries independent from motor vehicle manufacturers.E.g.: The car repair workshop is controlled by BMW, but it belongs to different
owners.
C: Authorised sales and repair shops.E.g.: The car repair workshop is has a private owner but this owner has a contract
with the manufacturer (often called franchised car repair workshop).
D: Independent motor vehicle repair shops.E.g.: Independent workshop without any contacts with any car manufacturer.
E: Motor vehicle dealers.E.g.: The core of their business is motor trade, not repair service.
F: Repair shops specializing in the repair of components andaggregates.
E.g.: The car repair workshop only repairing single components, for instance, onlyelectric systems.
E and F type companies were not selected for the research, as motorvehicle repair work is not carried out there. F type company specialisationis too narrow.
Motor vehicle repair companies in Europe are small (up to 50employees), very often they are micro companies with up to 10 employees.
Table 2.
S E C T O R A L A N A L Y S I S
Classification / VET optimisation Classification / according to theEUproject (employees) (employees)
I 1–4 S1 0II 5–9 S2 1–9III 10–19 S3a 10–49IV 20–49 S3b 50–249V >50 S4 250–499
S5 500–1999S6 >= 2000
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Note: According to the EU standards, a small and medium company isdefined as entity having not more than 250 employees, with an annualturnover up to 40 million EUR, an annual balance sheet total not exceeding27 million EUR, and is not owned by 25% or more by a non-SME.
In Lithuania, project partners carried out a motor vehicle service survey,where participants were 18 Kaunas region companies. Motor vehicle servicesector companies were selected by random sampling: 10 motor vehiclerepair companies, 5 – truck/bus repair companies, 5 – agriculture motorrepair companies. 10 companies were selected from towns, others fromrural locations.
According to the number of employees, companies were grouped into5 groups: 1-4, 5-9, 10-19, 20-49, and over 50 employees (Fig. 6).
S E C T O R A L A N A L Y S I S
Fig.6. Companies according to the number of employees.
The average number of employees in small companies (from 1 to 4) is4 employees, 5-9 – 9, in 10-19 – 14, 20-49 – 30 and > 50 – 67. The averagenumber of the repaired motor vehicles is distributed respectively: – 4,9 – incompanies with 1-4 employees, 3,9 motor vehicle – in companies with 5-9 employees, 8,1 – in companies with 10-19 employees, 16,9 – in companieswith 20-49 employees, and 4 – in companies, where the number ofemployees exceeds 50 (Fig. 7)
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Fig. 7. Companies according to the number of repaired motor vehicles.
In all five-company groups, skilled workers, engineers and salesspecialists comprise the largest number of employees. In small companies(1-4 and 5-9 employees) there are no unskilled workers. The largest numberof unqualified employees work in medium size companies (20-49employees). The distribution of skilled workers and engineers is almostproportional in all the company groups. Trainees/students are mostly
Fig. 8. Composition of company personnel.
S E C T O R A L A N A L Y S I S
Other
Commercialspecialists
Engineers
Trainees
Skilledworkers
Non-qualifiedworkers
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employed by medium companies (10-19, 20-49 employees), whereas smallcompanies do not tend to receive students for practical training. Salesspecialists usually work in large and medium size companies (20-49, >50).The number of these specialists is directly related to more diverse andbroad larger company activity. Large companies carry out repair work andcarry out transit, logistics and similar services.
Medium service companies (20-49 employees) are best technicallyequipped. They have the highest number of motor vehicle lifts, computertechnologies, software equipment, engine electronic inspection systems,diagnostic equipment, exhaust gas measurers, axle measuring equipment.Companies with 10-19 employees can be characterised by similar technicalbasis. Small companies are technically the weakest: only some of themhave motor vehicle lifts, computers and programming software, engineelectronic inspection systems, diagnostic equipment. Neither of the sur-veyed small companies had axle measuring and exhaust gas measuringequipment.
All the company groups are clearly specialised according to the repairtasks. In small companies, the largest amount of work is taken up bysmall repair work and additional installation and diagnostics. Work isperformed taking into account the existing technical basis. Smallcompanies do not perform car body repair work. Repair work makes up to70% of all the work carried out in companies with 5-9 employees. As wellas small companies, they do not perform inspection and body repair work.Companies with 10-19 employees specialize in repair work. Mediumcompanies (20-49) are mostly occupied with inspection, repair, and bodyrepair work; besides, communication with colleagues takes a large amountof time. Diagnostics and communication with customers take a smallerpart of time. In large companies (>50 employees), repair work covers over60% of the whole company work. In these companies, other kinds of taskstake a large amount of time as well. Summing up, it is necessary to statethat companies mainly specialise in repair and body repair work. Thebroadest specialisation is found in medium companies (20-49 employees).
This research considers the responses of medium companies as mostimportant because of two reasons: best technical basis and broadest
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Fig. 10. Distribution of work activity areas.
Fig. 9. Company technicalbasis.
specialisation. Assessing competencies, incidental responses were excluded.For instance, if company responds that body repair work is important, butthe company itself does not perform body repair work, such responseswere excluded as insignificant.
S E C T O R A L A N A L Y S I S
>50
20-49
10-19
5-9
1-4
Car lift
Computer and software
Engine and electronic testsystem
Diagnostic tools
Exhaust emision tester
Axle measuring unit
Other
Communication withcollegues
Communication withcustomers
Car body repair
Diagnostics
Special expansions andextra installations
Repair work
Inspection
131
Occupational (qualification) research is:
• Identification of professional knowledge and competencies of skilledworkers and mutual interaction in the learning process;
• Identification of knowledge and skills necessary to carry out thetasks.
Action research is performed by experts and skilled workers by sortingout typical work activity tasks according to a certain logical sequence.Experts are employees who have the highest qualification and sufficientwork experience, able to provide a lot of information about work activitydemands and tasks.
Occupational (qualification) research employs work activityobservation, specialised interview or conversation with experts methods.In this case, immediate researcher relationship with actual practical workactivity is of utmost importance. Researcher skills, competencies and useof specific work terminology play an immensely important role. Therefore,it is recommended to match expert conversations with direct work processobservation.
Occupational (qualification) research oriented to vocational educationand training has some specific characteristics in comparison with similarresearch in other areas:
• Work activity tasks and processes become the main research objects.
• Technology is analysed in the context of work and vocationaleducation and training, not as abstraction, as it happens in exactand natural sciences.
• Qualified work and its formation, not general work performancecharacteristics, is the focus of the analysis.
• The main focus is on the issue of structurising awareness,favourable for learning and taken from practice, and itsdevelopment logics, not on specialized systematisation.
OCCUPATIONAL (QUALIFICATION) RESEARCH
132
• Vocational education and training didactics and aspects related tothe world of work are more important than methods ofuncontextual didactics.
• Action analysis and occupational research is enough to identifywork structure and understand work relations. Action processresearch provides deeper analysis of the work content anddetermines the following: a) the level of work process awarenessnecessary for formation of vocational education and trainingprocesses and occupational standards (development of vocationaleducation and training plans); b) insight into the formation of therelationship human-machine, computerized equipment and otherwork activity systems taking into account the quality ofqualifications necessary to provide their service.
Occupational (qualification) research consists of the following stages:
1. Selection of work processes.
2. Analysis of objective realities that form the work process.
3. Identification and formulation of preliminary research questions.
4. Preparation for the research: identification of the research field.
5. Research performance.
6. Assessment of the research outcomes.
Occupational (qualification) research is usually used to carry out thefollowing functions:
a) To determine central work objectives and work processes in thecompany.
b) To investigate and stream internal work relations and use thisdata to form appropriate special work objectives.
c) In a separate occupation there can be rather many work objectives(up to 80); therefore, they have to be reviewed and re-examined.This work activity can be carried out working together with anexpert – a qualified employee.
OCCUPATIONAL (QUALIFICATION) RESEARCH
133
Having performed the stages “sectoral analysis” and “ work with anexpert-qualified employee”, essential curriculum optimisation work canbe started. Up to that moment appropriate work relationships, generaland specific work processes, objectives, certain activities and structuresof the processes that make up these work activities, technological andtechnical work process relationships important to curriculum, structuredesign and development have to be analysed.
It is necessary to identify work objectives suitable for teaching/learning and based on company work processes. To set learning and workobjectives means to carry out the following tasks:
• to define company work goals,
• to examine their usefulness in creating work –oriented teaching;
• to assess the existing learning opportunities;
• to choose teaching goals and group processes according to a certainorder;
• to organize and prepare a task and
• to formulate an assignment.
Vocational teacher is not the only person responsible for this process.Company authorities, “experts of practical training”, skilled workers andlearners themselves have also to be involved into this process (Fig. 2).
Fig. 11. Identification of learning and workobjectives oriented to the teachingprogramme optimisation (scheme).
OCCUPATIONAL (QUALIFICATION) RESEARCH
Learning and workobjectives
Objectives of company’s work / workorder adapted to teaching
Work objectives / work order
Company(Work process, work order)
Application
Revision
Indentification
(Selection, organisation,preparation, formulation)
134
All vocational education and training participants should take partin the learning and work objective identification process. Several learningand work objective identification methods and procedures could be used:
• research into qualified work,
• research into work order in the companies where practical trainingis carried out,
• various projects, performed in companies where practical trainingis carried out,
• external situation analysis,
• preparation of supplementary material and supplementary teachingaids,
• exchange of ideas with the students and initiation of ideacompetition.
In order to develop learning and work objective justification and checkif the objectives are suitable for the learning processes, the following majorquestions have to be answered:
• “What products are manufactured by the company or what productscould it manufacture for its customers”?
• “What services are provided or could be provided for the customers?”
• “What is the structure and sequence of the whole business processincluding production and service provision (from the order receptionto delivery)?
• “What task performance in this business process are the qualifiedworkers of the researched occupation responsible for?”
It is quite easy to answer these questions. For instance, students caninvestigate these questions in companies and present the obtained data.The following information resources could be referred to: companydocuments, booklets, catalogues, technical drawings and plans of companydepartments, machinery and equipment, instructions, books and databases. Besides, a lot of information can be found on the Internet.
OCCUPATIONAL (QUALIFICATION) RESEARCH
135
In many cases it is advisable to plan company and its work researchto get a more meaningful and deeper information about work objectivesand order. A detailed questionnaire or detailed research scheme has to beprepared with the main research questions emphasised. Such aninstrument turns an unsystematic visit into the company to target-oriented research. Without a careful preparation it is impossible to carryout a thorough and objective investigation of the work processes. Next toa comprehensive work relations’ evaluation, it is very important to identifythe details of the work place and survey the employees seeking to obtainmore and diverse information. The most interesting aspects of such kindof research are those work objectives and problems that are solved by thesurveyed employees themselves and that will have to be solved by thestudents in the learning process.
Research goals have to be agreed on with the company. It has to beemphasised that the research aims at finding more about qualified work,seeking to improve the process of vocational education and training andrenew it according to the labour market demands. Company authoritiesusually tend to support such measures.
Research into the goals and objectives of the work carriedout in a company/work sequence
• Kinds of service (repairing, maintenance, installation, assembling– fitting, supplementary objectives, document administration,delivery, etc.).
• Applied technologies, production equipment, machinery, tools,supplementary aids.
• Work organization, work methods, work processes (assembling -fitting, installation, regulation, filling in).
• New technologies, products, work forms.
• Produced products/sub products- components/, areas of theirapplication and use.
• Requirements for final and interim services, production process,work organization.
OCCUPATIONAL (QUALIFICATION) RESEARCH
136
• Requirements for employee qualifications.
• Applied technologies and work organization alternatives.
• Problems, “critical points”, arising during production, serviceprovision and activity organization processes.
The selected work objectives have to be investigated, analysinglearner learning opportunities and related teaching content (Fig. 2). In thecompany, the appropriacy of objectives to teaching is assessed by subjectand practice teachers.
Fig. 12. Research into work objectives (schematic sequence)
3.1. Composition of occupational (qualification)research
It is possible to distinguish the following major occupational(qualification) research components:
1. Work process stages / activity specifications and their relationshipof their mutual interaction.
OCCUPATIONAL (QUALIFICATION) RESEARCH
Work objectives/ Work sequenceappropriate to teaching
Checking criteriaOpportunities and learning potential Presence of curriculum construction Suitability for qualified work/trade Learners, practice and theory teachers Financing, resources Companies, vocational schools
Central question:Is the work objective suitable for the
development of oriented teachingcourse?
Work objectives /Work sequence
137
2. Work objectives.
3. Qualitative requirements for work performance.
4. Work safety and environment protection requirements.
5. Technical, technological, organizational and methodological workplace specifications.
6. Work organization specifications.
7. Competencies necessary to carry out the work.
3.2. Work process stages
Work process stages are determined and distinguished according tothe inner logics of a work process. Bob Mansfeld distinguishes four mainwork process classification models:
• Linear work stage sequence, e.g. listening to the customer’scomplaints, trouble-shooting motor vehicle system or sub-assembly, repair work, checking the performance of the repairedunits and systems, return of the motor vehicle to the customer andperformance of payment operations.
• Cyclical work process structure: to design, realize, evaluate, andintroduce changes in the designing stage.
• Differentiation of separate product and work results, e.g., performchassis diagnostics, power-transmission diagnostics, enginecontrol system diagnostics, etc.
• Differentiation of separate work processes and methods: to performdiagnostics, repair work, technical maintenance, etc.
Cyclical work process structure is applied for many production andservice sphere work areas. Here, an important role is played by controlfunction which interrelates the manufactured product or performed servicequality control or service performance and planning stages. Classificationmethod application depends much on professional work logics; therefore,it is important to choose such work stage classification method that is
OCCUPATIONAL (QUALIFICATION) RESEARCH
138
adequate to this logics and is related to work functions. Thus, it isnecessary to evaluate the place and importance of work stages for thegeneral work context, taking into account specific work features relatedto the organization (e.g., in many large motor vehicle service companiescustomer reception, diagnostics and repair work is carried out by differentemployees or work groups, whereas in smaller companies these functionsare performed by the same employees). In this case, it is necessary toconsult the specialists of a concrete occupational area who could providethe necessary information about work process organization and its specificfeatures.
3.3. Work objectives
Work objectives are determined with regard to the current realia andperspectives for its change. For this purpose expert method, work processobservation, employee survey and other methods are used.
According to the nature of the work, work objectives can be groupedinto the following categories:
1. Technical-subject objectives. These are specific objectivescharacteristic to the work area. For instance, to perform thediagnostics of the engine starter with the help of computeriseddiagnostic system, to change the shock absorber, to perform wheelbalancing, etc.
2. Work process control and planning objectives which are closelylinked to technical objectives. The main work process controlobjectives are to identify the material and technical resourcesnecessary for the work performance, to plan the work process, tocarry out quality control during the work process, to constantlycheck the suitability of the chosen work methods and implementthem.
3. Professional communication and cooperation at the workplaceobjectives: to develop good cooperation and communicationrelations with co-workers, to cooperate efficiently, to communicate
OCCUPATIONAL (QUALIFICATION) RESEARCH
139
with customers and co-workers, to apply work-in-groups methods.
4. Work organization objectives are related to problem solving,decision making, and suggestions regarding work organizationoptimisation, adaptability to the changing work requirements. Forinstance, work distribution among the employees; search for workproductivity and efficiency increase possibilities.
3.4. Qualitative requirements for the work
These are qualitative requirements for the work and its products whichcan be informal, determined by the company’s internal quality policyregulations, and formal, determined by official national and internationalwork and its products quality standards. Qualitative requirements involvequality control for the work and its outcomes, prevention and correctionof inadequacy procedures and measures.
3.5. Work safety and environment protectionrequirements
Work safety and environment protection requirements in many casesare universal in their nature; nevertheless, their importance for concretework depends on the work area and work nature. Electrical work safetyrequirements can be taken as an example, requirements for its safety orrules of storage and utilization of the used oil products (lubricating oil,other lubricants).
3.6. Technical, technological, organizational anddidactical workplace specifications
Information about the workplace specifications is obtained byworkplace analysis. Analysing a workplace, the following parameters canbe distinguished:
1. Schema analysis of a workplace, its role in the general work processand its functional purpose. A scheme is created depicting all thefunctional links, inputs and outputs characteristic to the workplace,
OCCUPATIONAL (QUALIFICATION) RESEARCH
140
such as material provision, processing and interim or final outcomedelivery to the customer or to another workplace for furtherprocessing.
2. Creating a logistic workplace material provision scheme, depictingthe routes for all the necessary material provision.
3. Description of workplace technical and technological specifications:what equipment, appliances, instruments are used in theworkplace, what are their technical characteristics, requirementsfor their maintenance and technical service, characteristics ofeconomical exploitation, level of deterioration and depreciationparameters.
4. Description of workplace informational provision: whatinformation necessary for the job (technical drawings, technicalspecifications, schemes, quality requirements, equipment serviceinstructions, work safety requirements) is used in the workplace,how it is presented and located in the workplace (For instance, howsafety requirements, technical drawings, schemes are presented, ifan employee can always refer to the necessary information resource,etc.). How much is the workplace information, in its content andforms, adequate to the activity requirements? For instance, if qualityrequirements are clearly defined, if the whole necessary information(measurement tolerances, etc.) is placed in the schemes andtechnical drawings.
5. Characteristics and schemes of infrastructures used at work(electric power, water, gas, compressed air, etc.).
6. Specifications of workplace safety, such as what protectivemeasures are used during the work process (protecting clothing,eye-glasses, earmuffs, ventilation measures, respirators, etc.)?
7. What are the employee’s functions in the workplace maintenance,material and technical provision areas? For example, to informmotor vehicle workshop masters and suppliers about the needsand shortage of material, details and technical equipment.
OCCUPATIONAL (QUALIFICATION) RESEARCH
141
3.7. Work organization specificities
In this area, work organization forms and their links with workspecificity are analysed and described, efficiency of the applied workorganization forms is analysed, recommendations for efficiency increaseare presented. Analysis of the suitability and efficiency of work organizationforms is performed taking into account the requirements of concrete workorganization forms for employee occupational qualifications andcompetencies. For example, individual professional work in smallcompanies and work in groups usually requires broad and polyvalentknowledge and skills. Professional work in large companies, distinguishedby specialised work areas, requires even deeper professional knowledgeand skills in separate work areas.
3.8. Competencies necessary for the workperformance
On the basis of the information collected during the occupation(qualification) research stages and with the help of experts in a concretework area, it is possible to define the necessary competencies, their nature,relation between general and subject-technical competencies, the depthand povalency of the necessary knowledge and skills for every work stage.
In every occupation (qualification) research stage it is important totake into account the perspectives of work change: changes happening inwork organization, quality requirements, technical, technological andlogistic parameters of the work place, work safety and environmentprotection requirements and their impact upon the demands for occupationcompetencies.
Occupation (qualification) research outcomes can be presented intables and schemes.
3.9. Technological and organizational work sectorchange and its impact upon optimisation ofvocational education and training seeking foremployment growth
OCCUPATIONAL (QUALIFICATION) RESEARCH
142
Tec
hn
olog
ical
ch
ange
Curr
ent
situ
atio
n i
n m
ost
deve
lope
d m
o-to
r ve
hic
le in
dust
ry a
nd
serv
ice
cou
ntr
ies
Impl
emen
tati
on o
f ne
w t
echn
olog
ies
in m
otor
ve-
hicl
e in
dust
ry: e
lect
roni
c and
mic
roel
ectr
onic
mot
orve
hicl
e su
b-as
sem
bly
and
mec
hani
sm c
ontr
ol s
ys-
tem
s: e
ngin
e, p
etro
l inj
ecti
on, i
gnit
ion,
nav
igat
ion,
tran
smis
sion
, fou
r dri
ve w
heel
s, d
rivi
ng g
ears
, ABS
,el
ectr
onic
ETC
/ASR
con
trol
, saf
ety
syst
ems.
New
mat
eria
ls: p
last
ic, e
lect
ropl
ate,
hig
h po
wer
stee
lco
ver,
insu
lati
ng m
ater
ials
, cat
alys
ts.
Impl
emen
tati
on o
f com
plex
mec
hani
cal,
hydr
aulic
and
pneu
mat
ic sy
stem
s.Ra
pid
tend
enci
es in
car
indu
stry
tec
hnol
ogy
rati
o-na
lizat
ion
and
stan
dard
izat
ion
are
obse
rved
; mot
orve
hicl
e pr
oduc
ers
tran
sfer
the
gro
win
g pa
rt o
f in-
dust
ry (
prod
ucti
on o
f su
b-as
sem
blie
s an
d m
echa
-ni
sms)
to th
e th
ird
com
pani
es, w
here
as th
emse
lves
conc
entr
ate
in c
onst
ruct
ion,
des
ign,
tec
hnol
ogic
alre
sear
ch a
nd a
ssem
blag
e ar
eas.
Thi
s ha
s im
pact
upon
the
tend
enci
es o
f ass
imila
tion
and
stan
dard
i-sa
tion
of
cons
truc
tion
of
sepa
rate
mot
or v
ehic
leun
its.
How
ever
, ind
ivid
ual p
rodu
cer c
hara
cter
isti
cspr
evai
l in
such
are
as a
s dia
gnos
tics
, esp
ecia
lly e
ngi-
ne d
iagn
osti
cs.
Mot
or v
ehic
le se
rvic
e te
chno
logi
cal b
asis
als
o ch
an-
ges,
esp
ecia
lly in
the
area
of d
iagn
osti
cs: c
ompu
te-
rize
d di
agno
stic
equ
ipm
ent i
s us
ed fo
r en
gine
con
-tr
ol c
heck
ing
or la
ser
diag
nost
ic s
yste
m is
use
d fo
rdr
ivin
g ge
ar tu
ning
.N
ew re
quir
emen
ts fo
r exh
aust
gas
con
trol
cau
se th
eap
pear
ance
of s
peci
al e
xhau
st g
as c
heck
ing
tech
no-
logi
es.
Mea
nwhi
le, o
ld m
otor
veh
icle
s, h
avin
g no
ele
men
tsof
the
abo
ve m
enti
oned
new
est
tech
niol
ogie
s, d
i-sa
ppea
r fro
m th
e m
arke
t.
Ten
den
cies
of
futu
rete
chn
olog
ical
ch
ange
sM
ain
tend
enci
es:
1. I
mpl
emen
tati
on o
f co
mpu
-te
r man
agem
ent t
echn
olog
ies
in m
otor
veh
icle
syst
ems:
chas
-si
s tu
ning
, whe
el a
ngle
alig
n-m
ent,
cont
rol o
f lig
htni
ng in
-te
nsit
y, e
tc.
2. M
otor
veh
icle
con
stru
ctio
nop
tim
isat
ion
aim
ing
at in
crea
-si
ng e
colo
gica
l an
d ec
onom
i-ca
l qua
litie
s of c
ar m
aint
enan
-ce
(Ult
ra L
ow E
mis
sion
Veh
ic-
le),
use
of n
ew m
ater
ials
- us
eof
ligh
t st
eel f
or c
ar b
ody
and
chas
sis p
rodu
ctio
n, p
rodu
ctio
nof
met
al ca
taly
sts r
educ
ing
the
quan
tity
of e
xhau
st g
as, e
tc.
3. F
urth
er s
tand
ardi
sati
on o
fm
otor
veh
icle
indu
stry
, ass
imi-
lati
on o
f ca
r su
b-as
sem
blie
san
d m
echa
nism
con
stru
ctio
nspr
oduc
ed b
y di
ffer
ent
man
u-fa
ctur
ers.
Impl
icat
ions
for
car
ser
vice
tech
nolo
gies
:1.
Dev
elop
men
t of
the
use
of
high
tech
nolo
gies
in m
otor
ve-
hicl
e dia
gnos
tic a
nd re
pair
are
-as
(eng
ine a
nd ch
assi
s dia
gnos
-ti
cs a
nd re
pair
).2.
Mor
e at
tent
ion
to th
e m
ain-
tena
nce
of m
otor
veh
icle
mai
-te
nanc
e ec
onom
ic a
nd e
colo
gic
char
acte
rist
ics.
Impa
ct o
f cha
nges
upo
n th
e opt
imis
atio
nof
voca
tiona
l edu
catio
n an
d tr
aini
ng of
mot
or ve
hicl
e mec
hani
cs1.
New
kno
wle
dge
and
skill
s ne
-ce
ssar
y in
the
spec
ial a
reas
of
elec
tron
ics a
nd m
icro
elec
tron
ics;
rela
ted
new
dem
ands
for
form
alan
d co
ntin
uing
voc
atio
nal e
duca
-ti
on a
nd tr
aini
ng.
2. N
eces
sary
kno
wle
dge
and
skill
sin
a n
ew ca
r dia
gnos
tic sy
stem
use
.3.
Kno
wle
dge
and
skill
s in
wor
kw
ith
new
mat
eria
ls a
rea,
req
ui-
ring
a c
lose
coo
pera
tion
bet
wee
nca
r in
dust
ry,
sale
s an
d se
rvic
eco
mpa
ny e
mpl
oyee
voc
atio
nal
trai
ning
are
as.
4. D
eman
d fo
r spe
cial
ised
kno
wle
d-ge
and
skill
s in
a co
mpl
ex m
echa
ni-
cal,
hydr
aulic
and
pne
umat
ic s
ys-
tem
dia
gnos
tics a
nd re
pair
are
a.5.
Rap
id c
hang
es in
mot
or v
ehic
lein
dust
ry t
echn
olog
ies
plac
e de
-m
ands
on
mot
or v
ehic
le d
iagn
os-
tic
and
repa
ir s
peci
alis
ts t
o ge
tm
ore
inte
rest
ed in
mot
or v
ehic
lein
dust
ry t
echn
olog
ies
and
thei
rch
ange
.6.
Due
to th
e gr
owin
g st
anda
rdi-
sati
on o
f mot
or v
ehic
leco
nstr
uc-
tion
s and
tech
nolo
gies
and
cha
n-gi
ng w
ork
orga
niza
tion
in m
otor
vehi
cle
serv
ice
com
pani
es, t
he d
e-m
and
incr
ease
s for
mot
or v
ehic
lese
rvic
e sp
ecia
lists
wit
h br
oad
qu-
alifi
cati
ons.
Curr
ent
situ
atio
nIn
Lit
huan
ian,
the
maj
orit
y of
mot
or v
ehic
les
are
used
mot
orve
hic
les,
im
-po
rted
fr
omW
este
rn E
uro-
pe, m
ade
at th
een
d of
the
deca
-de
bef
ore
the
last
– b
egin
ning
of th
e la
st d
eca-
de.
The
num
ber
ofm
oder
n m
otor
veh
icle
s w
ith
the
mos
t ad
-va
nced
com
pu-
teri
sed
engi
neco
ntr
ol,
tran
-sm
issi
on,
com
-fo
rtab
ility
and
safe
ty s
yste
ms
is ra
ther
low
.Th
e m
ost
deve
-lo
ped
mot
or v
e-hi
cle
serv
ice
ac-
tivi
ties
ar
ech
assi
s an
d en
-gi
ne
diag
nos
-ti
cs a
nd r
epai
ran
d ca
r bo
dyre
pair
OCCUPATIONAL (QUALIFICATION) RESEARCH
Sect
or: m
otor
veh
icle
tec
hn
ical
dia
gnos
tics
an
d re
pair
143
Having carried the functional analysis, general competencies shouldbe taked into account; they are important for today’s world of work andoften trespass the limits of several occupations. Thus, having identifiedthe need for qualifications and carried out the functional analysis, it ispossible to design teaching programmes oriented to both, to specialknowledge and skills necessary for the chosen sector and to the generalcompetencies.
Dertouzes (1989), Kristensen (1998), Schienstock (1999), and Hitt(1998) distinguish the following most important general competencies:
- Intercultural cooperation competencies;
- managerial competencies;
- social competencies and communication skills;
- traditional competencies determining approach to the activity(reliability, rigour);
- creativity and entrepreneurship.
3.10. Practical recommendations how to performoccupational (qualification) research – interviewwith specialists and work observation
Occupational (qualification) research requires investigation of theactual work process, analysis of its parameters and specifications.Depending on the size of the target sector and types of different companies,it is necessary to choose a different number of companies to reveal theactual situation.
Work place research is an essential instrument not only for researchers,but also for teachers as well seeking to determine the major work areasand main competencies necessary to perform a concrete vocational workactivity. The advantage of such research type for teachers is the opportunityto be introduced with the main problems, applied equipment (apparatus),methods, work organization, etc. This allows to organise teaching andlearning oriented to the work objectives and problems and increase
OCCUPATIONAL (QUALIFICATION) RESEARCH
144
motivation (when learners test their knowledge practically in motorvehicle service companies).
It is important to relate workplace research in the companies andeducational institutions to compare qualification demands with theteaching supply.
Practical advice:
1. Contact company owners or other responsible persons and ask forpermission to visit workshops and perform employee interviewduring 1-3 days. If possible, ask for permission to use recordingequipment.
2. Prepare a questionnaire for the workshop authority people.
3. Prepare a questionnaire for the workshop specialists.
4. Observe the whole process of the customer orders starting fromthe first contact to the return of the motor vehicle to the customer.Assess the following:
• Which employees participate in all the work process stages;
• The number of orders and smaller work tasks in each of theworking areas;
• Papers and forms in the business and work processes.
5. Observe the work of specialists to understand the difficulties theyface and the necessary competencies for solving the workshopproblems.
6. Talk to specialists (skilled workers) and find out how they overcomethe difficulties (what kind of equipment is are necessary, how theyhandle it, how they communicate during the work process, howthey share and use each other’s experience, etc).
7. Explain the purpose of your visit to the company’s employees andask them to fill in the questionnaire.
OCCUPATIONAL (QUALIFICATION) RESEARCH
145
The main case research outcome is a received overview of thefollowing:
• The working areas (their contents, their share in the common work);
• The work organisation in the company;
• The competencies of the skilled workers necessary to solve theproblem and perform the tasks.
Having researched the work process during the workplace research,using observation and interview methods, the research outcomes areevaluated further.
The following aspects of the work objectives are important forvocational education and training optimisation evaluation:
• complexity
• frequency and
• importance for the profession.
Assessment is performed after the interview of the skilled workershas been carried out.
For the work process research and for the assessment of its outputs itis important to choose such companies and such employees that bestrepresent the experience in the sector. Work process analysis requiresperforming a deep overview and reflection of the skilled employee workcontent. Further some practical advice follows:
• Skilled workers should accept you. Respect their culturalbackground and experience.
• It is necessary to speak and discuss technical questions.
• Allow an employee to be aware that you are interested in hisexperience and knowledge.
• Ask an employee to “think aloud”.
OCCUPATIONAL (QUALIFICATION) RESEARCH
146
• Clarify every observable employee’s action which you do notunderstand or think that the observable action should be performeddifferently. Avoid criticising his actions immediately after gettingacquainted with the employee.
• After some time you will be able to differentiate the most importantand complicated work objectives. Gather all the information abouthow to perform and achieve these objectives (techniques how touse appliances, equipment, materials, information resources,cooperate with other employees) and what necessary competenciesyou have noticed.
• Try to group these work tasks (e.g., changing brake shoes, discs,tyres is changing worn out parts).
Outcome samples
The main outcome of work process analysis is detailed informationabout the competencies exercised during the work trying to solve variouswork tasks.
Usually a list of hundreds and thousands of small work tasks is made.Grouping and organizing these tasks according to the logics of thedevelopment (simplifying: from simple to more complicated tasks) allowsto create an orderly list of vocational work tasks (12-18) for the specificationof teaching.
Outcomes of work process analysis – grouped work tasks of motorvehicle mechanic’s occupation:
1. Performance of inspection and technical maintenance work.
2. Motor vehicle maintenance competencies.
3. Changing simple worn out parts of the motor vehicle systems.
4. Administrational service objectives.
5. Application of expansion and extra installations.
6. Basic inspection including seasonal inspection.
7. Service tasks.
OCCUPATIONAL (QUALIFICATION) RESEARCH
147
8. Repair of faults.
9. Search for faults / fault finding and elimination.
10. Special expansion and extra installation.
11. Repair of aggregates.
12. Special diagnostics and repair.
13. Emergency repair and defect elimination.
14. Dealing with customers’ complaints.
15. Trial of alternative systems.
The groups of this work tasks bear a similar meaning for learnerdevelopment. Therefore, these tasks should not be taught one after another,but in the following sequence: in the beginning, more attention should bedevoted to the tasks at the beginning of the list, at the end of teaching – tothe final tasks (cf. Rauner/Spottl 1995).
The assessment of the work tasks performed by skilled workers,having long work experience and a lot of knowledge about work processin the motor vehicle service area, can help to inspect the results andsequence work tasks from the beginning of teaching till the end (Fig. 10).
Fig.13. Most and least important motor vehicle mechanic occupationalactivity tasks in Lithuania
OCCUPATIONAL (QUALIFICATION) RESEARCH
Assessment of competencies
Secondary competencies
• Special expansions andextra installations
• Service tasks
• Administration tasks
• Automobilemaintenance
• Standard expansionsand extra installations
Primary competencies
• Elimination of faults
• Finding faults and their
repair
148
Fig. 14. Areas of motor vehicle mechatronics activity
Standard service includes the objectives of motor vehicle inspectionand technical maintenance and extra service tasks such as summer,winter seasonal inspections. These tasks can be defined as:
Technical maintenance: technical maintenance is defined as aregular performance of certain tasks necessary for constant motor vehiclefunctioning without trouble.
Inspection: inspection includes performance of technicalmaintenance tasks and extra inspection of the selected motor vehiclesystem functioning (daily diagnostics).
Standard service tasks usually demand to perform all the workaccording to the producer standardised plans (e.g., inspection plans). Theseplans are related to quality standards which are supplemented with extrainspection lists and descriptions (e.g., “Exact technical maintenanceschedule”, “Instandhaltung genau genommen” VW). Thus, it requires
OCCUPATIONAL (QUALIFICATION) RESEARCH
149
quality-oriented approach which provides learners with manyperspectives, whereas a lot of standard service tasks can be performedfrom the very beginning of the practical training. Service workshops usestandard information systems to identify motor vehicles, determine spareparts and carry out work plans. They are based on rather complicatedinformation and communication systems (ICT) partly linking servicesand motor vehicle producers.
Repair tasks are based on a clear repair work sequence. They can bedistinguished into
1. Replacement of worn out parts.
2. Repair of faults.
3. Repair of aggregates.
Typical samples of deteriorated part replacement are replacement ofbrakes shoes, tyres, silencer, starter, dampers. These tasks can becharacterised by common features, but amount of individual worknecessary to carry out every task is different. These tasks can be performedwithout any specialisation or special experience, directly according to theproducer instructions and recommendations.
Repair of faults-malfunctioning focuses on the repair area of thebroken aggregates, their components and systems. The location of thefault is known, but the fault itself and its impact have to be evaluated.Typical examples of this kind of repair are after-accident repair of motorvehicle axis breakage or fractures (axles), connectors, functional drive partsand clutch defects as well as repair of vehicle electric control system andvehicle body.
Aggregate repair consists of complete repair of components and units,such as gearbox, engine as well as repair of components and details suchas cylinder head inspection and repair. These work tasks require verythorough and comprehensive repair skills as well as good knowledge andskills in diagnostics.
OCCUPATIONAL (QUALIFICATION) RESEARCH
150
Diagnostics is a part of almost all everyday service activities.Diagnostics tasks are usually carried out together with other everydayservice tasks; therefore it is difficult to distinguish them. Often it leads toloss of quality, as complete diagnostics requires assessment of brokensystems and foreseeing further repair steps. Everyday ordinary diagnosticsis often performed within the framework of standard service (reading thememory of faults and reprogramming, determining technical maintenanceintervals, inspection, examination during the vehicle functioning, etc.).The scope of integrated diagnostic tasks is constantly increasing. Thiskind of diagnostics includes such tasks as adaptation of characteristicschemes, activation of sensors for the inspection purposes, parametrictasks, assessment of fault content and general assessment of the vehiclestate by using diagnostic data and compiling them in control equipment.Diagnostics that is carried out according to manufacturer standards alsoplays an important role. In this case search for faults has to be performedaccording to the set rules, shemes and strategies. In many cases diagnosticsof this type is performed using computerised and expert diagnostic systems.Experience based diagnostics is applied in those cases when diagnosticsaccording to the manufacturer standards is not efficient and cannot becarried out or it is too expensive or demands too much time. In order forskilled workers to develop their own diagnostic strategies based on theirexperience, they have to be provided with a lot of comprehensiveinformation and support. Diagnostics of this type is applied diagnosingsmall causal faults and is not documented in producer instructions.
3.11. Functional analysis of motor vehiclemechanic’s work
OCCUPATIONAL (QUALIFICATION) RESEARCH
151
1. R
ecei
ving
the
cust
o-m
er
Com
pete
ncie
sne
cess
ary
to p
erfo
rmw
ork
acti
vity
Acti
vity
is
perf
orm
edby
the
rec
epti
onis
t or
mas
ter
depe
ndin
g to
the s
ize a
nd sp
ecia
liza-
tion
of
the
mot
or v
e-hi
cle s
ervi
ce co
mpa
ny
Repr
esen
tati
onan
d co
rrec
tnes
sof
com
mu
nic
a-tio
n. E
licita
tion
ofth
e n
eces
sary
com
preh
ensi
vein
form
atio
n.
1. T
o lis
ten
to t
he c
usto
-m
er’s
com
plai
nts
abou
tth
e m
otor
veh
icle
’s te
ch-
nica
l co
ndit
ion
and
his
requ
ests
2. T
o as
sess
com
pany
’ste
chni
cal,
tech
nolo
gica
lan
d hu
man
reso
urce
ca-
paci
ties
to
solv
e th
ecu
stom
er’s
pro
blem
s re
-la
ted
to th
e cha
ssis
func
-ti
onin
g di
sord
ers.
Wor
kpla
cesp
ecifi
catio
nsW
ork
spec
i-fic
atio
nsW
ork
stag
esSk
ills
in c
omm
unic
a-ti
on a
rea;
Abili
ty t
o un
ders
tand
the
cust
omer
’s n
eeds
and
capa
citi
es t
o m
e-et
thos
e ne
eds.
Abili
ty t
o fo
rese
e, c
al-
cula
te, r
aise
the p
ossi
b-le
pre
cond
itio
ns c
au-
sing
the m
otor
veh
icle
diso
rder
s
Wor
k qu
alit
ativ
ere
quir
emen
tsW
ork
orga
niza
tion
spec
ifica
tion
sW
ork
task
s
2.
Ass
ess-
men
t of t
hec
ha
ss
iste
chn
ica
lco
nditi
on.
1. V
isua
l in
spec
tion
of
susp
ensi
on,
axis
an
dw
heel
s.2.
Insp
ecti
on p
f su
spen
-si
on, a
xis a
nd w
heel
s by
liste
ning
to
the
soun
dspr
oduc
ed d
urin
g ve
hicl
efu
nctio
ning
.3.
Ins
pect
ion
of w
heel
bala
nce b
y m
easu
ring
.4.
Insp
ecti
on o
f the
chas
-si
s uni
ts te
chni
cal c
ondi
-ti
on a
pply
ing
diag
nost
icde
vice
s and
equi
pmen
t.5.
In
spec
tion
of
tyre
depr
ecia
tion.
6. A
naly
sis o
f dia
gnos
tic
data
, ide
ntify
ing
faul
ts,
thei
r cau
ses a
nd fo
rese
e-
Accu
racy
of
diag
-no
stic
pro
cedu
repe
rfor
man
ce.
Insu
ranc
e of
rel
i-ab
ility
of
the
ob-
tain
ed d
ata
by in
-sp
ecti
on.
Coor
din
atio
n o
fva
riou
s dia
gnos
tic
met
hods
aim
ing
atob
tain
ing
mor
e re-
liabl
e da
ta.
Accu
racy
and
thor
-ou
ghne
ss o
f the
in-
form
atio
n
pre-
sent
ed t
o th
e cu
s-to
mer
abo
ut t
hede
tect
ed
brea
k-do
wn
and
faul
ts in
Labo
ur se
cu-
rity
requ
ire-
men
ts
for
wor
k w
ith
elev
ati
ng
gear
s
Car
lift
(2
col-
umns
, 2,5
t li
ft-
ing
pow
er)
Wh
eel
alig
n-
men
t ru
ler,
whe
el b
alan
cest
and,
stan
d fo
rda
mpe
r ch
eck-
ing,
car
whe
elan
gle r
egul
atio
nst
ands
.Co
mpu
teri
zed
chas
sis
diag
-n
osti
c eq
uip
-m
ent
Tool
s: m
eter
s,ke
ys.
Wor
k pl
ace i
nfor
-m
atio
n m
ate-
Perf
orm
s sp
ecia
lly a
s-si
gned
mot
or v
ehic
lere
pair
sp
ecia
lize
dw
ork
acti
viti
es (
inla
rge
com
pani
es),
orth
e sam
e em
ploy
ee re
-ce
ives
the
cus
tom
er’s
orde
rs a
nd p
erfo
rms
repa
ir w
ork
(in s
mal
lan
d m
ediu
m m
otor
vehi
cle r
epai
r sho
ps)
Rela
tion
ship
s w
ith
othe
r wor
k pl
aces
: pre
-se
ntat
ion
of t
he o
b-ta
ined
dat
a to
per
form
repa
ir w
ork,
info
rmin
gth
e cu
stom
er a
bout
the
diag
nost
ic re
sults
,ex
plan
atio
n o
f th
e
Voca
tion
al t
echn
ical
know
ledg
e an
d sk
ills:
theo
retic
al k
now
ledg
ein
mot
or v
ehic
le m
e-ch
anic
s (c
hass
is c
on-
stru
ctio
n, t
echn
ical
char
acte
rist
ics
of i
tsco
mpo
nent
s an
d it
sfu
ncti
onin
g pa
ram
-et
ers,
mai
n ca
uses
of
the
chas
sis
and
its
unit
s fau
lts, e
tc.),
abi
l-it
y to
pra
ctic
ally
iden
-ti
fy f
ault
s by
usi
ngsi
mpl
e an
d co
mpl
ica-
ted
diag
nost
ic m
eans
.W
ork
orga
nis
atio
nkn
owle
dge
and
skill
s:w
ork
plac
e or
gani
sa-
OCCUPATIONAL (QUALIFICATION) RESEARCH
Wor
k a
rea:
ch
assi
s di
agn
osti
cs a
nd
repa
irW
ork s
afety
and e
n-vir
onm
enta
l pro
tec-
tion
requ
irem
ents
152
ing
way
s of
cau
seel
imin
atio
n.7.
Reg
iste
rin
g an
ddo
cum
enta
tion
of t
hedi
agno
stic
s out
com
es.
chas
sis
perf
or-
man
ce.
Dee
per
inte
rest
into
th
ecu
stom
er’s
nee
dsre
ques
t, h
elpi
ngth
e cu
stom
er t
om
ake t
he ri
ght d
e-ci
sion
reg
ardi
ngth
e ne
cess
ity
and
scop
e of t
he re
pair.
rial
: ins
truc
tion
s in
stan
ds,
man
ufa
c-tu
rer
inst
ruct
ions
and
cata
logu
es,
chas
sis i
nstr
uctio
nal
tech
nolo
gica
l car
ds
tion,
abi
lity
to w
ork
ina
grou
p.Co
re sk
ills:
kno
wle
dge
and
skill
s in
com
mu-
nica
tion
wit
h cu
stom
-er
s, a
naly
tica
l ski
lls –
abil
ity
to r
aise
as-
sum
ptio
ns a
bout
the
poss
ible
bre
akdo
wn
on t
he b
asis
of
the
fun
ctio
nin
g di
stu
r-ba
nce s
ympt
oms,
abil-
ity
to c
heck
the
as-
sum
ptio
ns.
3. P
lan
nin
gth
e ch
assi
sre
pair
wor
k.
1. O
n th
e ba
sis
of t
hedi
agno
stic
res
ults
, to
fore
see t
he re
pair
wor
kst
ages
.2.
To
choo
se r
epai
rw
ork
tech
nolo
gy a
ndte
chni
cal m
easu
res.
3. T
o ch
oose
the
nece
s-sa
ry m
ater
ial.
Corr
espo
nden
ce o
fth
e re
pair
pla
n to
the
cust
omer
’s o
r-de
rs (
the
scop
e of
the
perf
orm
edw
ork,
eco
nom
y of
the
carr
ied
wor
k,w
ork
perf
orm
ance
term
s, e
tc.)
Rati
onal
ity
and
econ
omy.
Can
be c
arri
ed o
utin
divi
dual
ly o
r in
grou
ps.
Plan
nin
g an
dor
gani
sati
on k
now
l-ed
ge a
nd sk
ills;
abi
lity
to s
earc
h fo
r al
tern
a-ti
ve so
luti
ons.
Choo
sing
qua
lita-
tive
par
ts u
sed
inch
angi
ngFo
llow
ing
the
re-
quir
emen
ts
for
whe
el b
alan
cing
4. R
epai
r of
chas
sis
and
its
part
s.
1. To
dis
asse
mbl
e cha
s-si
s un
its:
sus
pens
ion,
axle
s, a
nd w
heel
s.2.
To
dete
ct c
hass
issu
spen
sion
and
axi
spa
rts
Safe
ty re
quir
e-m
ents
fo
rw
ork
wit
h lif
t-in
g de
vice
s,sa
fety
inst
ruc-
tion
s pl
acin
g
Tech
nica
l dev
ices
:M
otor
veh
icle
lif
t,w
hee
l ba
lan
cin
gst
and,
whe
el m
ount
-in
g st
and,
wh
eel
alig
nmen
t rul
er, d
y-
Indi
vidu
al w
ork
and
wor
k in
grou
ps a
nd t
heir
com
bina
tion
. Co
-op
erat
ion
an
dco
mm
un
icat
ion
Voca
tion
al-t
echn
ical
know
ledg
e an
d sk
ills:
theo
retic
al k
now
ledg
ein
mot
or v
ehic
le m
e-ch
anic
s (c
hass
is c
on-
stru
ctio
n, te
chni
cal
Com
pete
ncie
sne
cess
ary
to p
erfo
rmw
ork
acti
vity
Wor
kpla
cesp
ecifi
catio
ns
Wor
k sp
eci-
ficat
ions
Wor
k st
ages
Wor
k qu
alit
ativ
ere
quir
emen
ts
Wor
k safe
ty an
d en-
viron
men
tal p
rotec
-tio
n re
quire
men
ts
Wor
kor
gani
zati
onsp
ecifi
cati
ons
Wor
kta
sks
OCCUPATIONAL (QUALIFICATION) RESEARCH
153
3. T
o re
plac
e th
e w
orn
out
or b
roke
n pa
rts
(spr
ings
, pu
ll r
ods,
etc.
) by
new
par
ts.
4. T
o pe
rfor
m w
heel
bala
ncin
g an
d al
ign-
men
t (to
e-in
, toe
-out
).5.
To
asse
mbl
e th
ech
assi
s.
prec
isio
n (e
.g.,
5 g
prec
isio
n)M
eetin
g th
e req
uire
-m
ents
for
wor
kti
dine
ss a
nd w
ork
cultu
re -
plac
emen
tof
equ
ipm
ent
and
devi
ces,
han
dlin
gto
ols
acco
rdin
g to
the p
urpo
se.
spri
ng
com
-pr
essi
on to
ols,
safe
ty re
quir
e-m
ents
fo
rw
ork
wit
hco
mp
ress
edai
r, d
ism
an-
tling
and
reas
-se
mbl
ing.
Envi
ronm
ent
prot
ecti
on r
e-qu
irem
ents
:ty
re u
tilis
atio
nru
les,
dam
per
repl
acin
g en
vi-
ron
me
nta
lpr
otec
tion
as-
pect
s, c
hang
ean
d ut
ilisa
tion
of p
rote
ctio
nru
bber
s
nam
omet
er
key,
tyre
repa
ir to
ols,
spe-
cial
tool
s for
ass
em-
blin
g su
spen
sion
barr
els,
spec
ial t
ools
for p
ress
ing
spri
ngs,
air
com
pres
sor,
hy-
drau
lic p
ress
, whe
elal
ignm
ent s
tand
for
mot
or v
ehic
le a
nd it
ssu
pple
men
ts;
Lift
for
whe
el a
lign-
men
t (t
oe-i
n, t
oe-
out),
dam
per c
hang
-in
g de
vice
s fo
r ca
rsan
d m
icro
buse
s (K
70;
K 1
01;
K 4
0),
spri
ng
clam
pin
gto
ol;
pneu
mat
icsc
rew
dri
ver.
Mat
eria
ls:
spar
epa
rts,
tyr
es,
and
spri
ngs.
Infr
astr
uctu
re: e
lec-
trici
ty, c
ompr
esse
d air.
Mea
ns o
f in
form
a-ti
on: m
otor
veh
icle
repa
ir in
stru
ctio
ns in
the
stan
ds, c
hass
isin
stru
ctio
nal t
echn
o-lo
gica
l car
d, m
anu-
fact
ure
r in
stru
c-ti
ons,
oth
er a
ddi-
tiona
l lite
ratu
re, a
ndte
ache
r or
mas
ter
guid
elin
es.
betw
een
w
ork
plac
es a
ccor
ding
to t
he w
ork
pro-
cess
tech
nolo
gica
lse
quen
ce
and
wor
k ef
fici
ency
requ
irem
ents
.
char
acte
rist
ics
of i
tsco
mpo
nent
s and
func
-ti
onin
g pa
ram
eter
s,m
ain
caus
es o
f ch
as-
sis a
nd it
s uni
ts b
reak
-do
wns
and
way
s of
thei
r elim
inat
ion,
etc.
),sk
ills
in
brok
en e
le-
men
t de
fect
ing,
wor
kw
ith
equi
pmen
t ski
lls(w
ork
wit
h m
otor
ve-
hicl
e lif
ts, w
heel
bal
-an
cing
and
mou
ntin
g),
skill
s in
dis
man
tlin
gan
d re
asse
mbl
ing.
Wor
k or
gan
isat
ion
know
ledg
e an
d sk
ills:
wor
k in
gro
ups k
now
l-ed
ge a
nd s
kills
, dec
i-si
on-m
akin
g, w
ork
proc
ess q
ualit
y as
sur-
ance
kno
wle
dge
and
skil
ls,
wor
k cu
ltur
ean
d ti
dine
ss sk
ills.
OCCUPATIONAL (QUALIFICATION) RESEARCH
154
5.
Test
ing
chas
sis
afte
rits
repa
ir a
ndin
spec
tion
of
its
tech
nica
lco
nditi
on
1. T
o de
term
ine
if t
here
pair
ed c
hass
is u
nit
func
tion
s ac
cord
ing
toth
e man
ufac
ture
r mai
n-te
nanc
e req
uire
men
ts.
2. H
avin
g de
tect
ed in
ad-
equa
cies
, to
exa
min
eth
eir c
ause
s and
fore
see
the
mea
sure
s fo
r th
eir
elim
inat
ion
1. R
epai
r w
ork
qual
ity in
spec
tion
shou
ld co
rres
pond
to t
he m
anuf
ac-
ture
r qu
alit
y re
-qu
irem
ents
.
Tech
nic
al
de-
vice
s: d
iagn
osti
cm
easu
res a
nd in
-st
rum
ents
, whe
elal
ignm
ent
(toe
-in
, toe
-out
) rul
er,
com
pu
teri
zed
chas
sis
diag
nos-
tics
sys
tem
.In
fras
truc
ture
:el
ectr
icit
y, c
om-
pres
sed
air.
Mea
ns o
f in
for-
mat
ion:
car
re-
pair
inst
ruct
ions
in t
he
stan
ds,
chas
sis
inst
ruc-
tiona
l tec
hnol
ogi-
cal
card
, man
u-fa
ctur
er in
stru
c-tio
ns, o
ther
add
i-ti
onal
lite
ratu
re,
teac
her o
r mas
ter
guid
elin
es
Voca
tion
al-t
echn
ical
know
ledg
e an
d sk
ills:
know
ledg
e in
qua
lita-
tive
cha
ssis
fun
ctio
n-in
g pa
ram
eter
s, kn
ow-
ing
the
stan
dard
s of
repo
rt w
ork
qual
ity,
chas
sis f
unct
ioni
ng d
i-ag
nost
ic t
echn
olog
ykn
owle
dge
and
skill
s.Ge
nera
l com
pete
ncie
s:cr
itic
al r
easo
ning
, ac-
cura
cy,
abil
ity
toan
alys
e, d
ecis
ion
mak
-in
g, i
nfor
mat
ion
se-
lect
ing
and
com
mun
i-ca
tion
ski
lls.
Perf
orm
ed b
y th
esa
me
empl
oyee
sw
ho c
arri
ed o
utre
pair
wor
k un
der
the
supe
rvis
ion
ofm
aste
rs a
nd p
ar-
tici
pati
on o
f cu
s-to
mer
s.Ha
ving
foun
d m
is-
mat
chin
g,
the
who
le r
oute
of d
i-ag
nost
ics
and
re-
pair
wor
k is
re-
view
ed a
nd w
ork
is st
arte
d fr
om th
ere
quir
ed s
tage
in
orde
r to
elim
inat
eth
e m
ism
atch
.Co
ntro
l res
ults
are
fixed
in c
ompa
nyac
coun
ting
doc
u-m
ents
an
d cu
s-to
mer
doc
umen
-ta
tion.
OCCUPATIONAL (QUALIFICATION) RESEARCH
Com
pete
ncie
sne
cess
ary
to p
erfo
rmw
ork
acti
vity
Wor
kpla
cesp
ecifi
catio
nsW
ork
spec
i-fic
atio
nsW
ork
stag
esW
ork
qual
itat
ive
requ
irem
ents
Wor
k or
gani
zati
onsp
ecifi
cati
ons
Wor
kta
sks
Wor
k safe
ty an
d en-
viron
men
tal p
rotec
-tio
n re
quire
men
ts
155
3.12. Analysis of the research into competencies
Research steps:
1. Company selection criteria are defined (criteria table).
2. Potential companies are selected for the questioning.
3. Questionnaire is prepared.
4. Questioning is performed.
5. Questionnaire analysis is carried out.
6. Main competencies are distinguished.
OCCUPATIONAL (QUALIFICATION) RESEARCH
156 OCCUPATIONAL (QUALIFICATION) RESEARCH
Com
pan
y se
lect
ion
cri
teri
a fo
r co
mpe
ten
ce r
esea
rch
Com
pan
y se
lect
ion
cri
teri
a fo
r co
mpe
ten
ce r
esea
rch
Acco
rdin
g to
the
chos
en c
rite
ria
32 c
ompa
nies
wer
e se
lect
ed in
Kau
nas a
nd M
arija
mpo
lë re
gion
s, w
hich
wer
edi
stri
bute
d in
to th
e ta
ble.
It w
as a
imed
to d
isti
ngui
sh c
ompa
nies
acc
ordi
ng to
the
follo
win
g cr
iter
ia:
a)co
mpa
ny si
ze;
b)re
gion
alit
y;
c)w
ork
field
;
d)w
ork
acco
rdin
g to
the
mot
or v
ehic
le ty
pe.
157
3.13. Competence assessment
The survey of motor vehicle repair workshop company employeesand top personnel was carried out using the questionnaire prepared byFlensburg university representatives. Research data revealed the followingtendencies:
Responding to the question about the importance of motor vehiclemechanic’s competencies, small companies (from 1 to 4 employees) referredto the competencies related to their work specialisation: fault finding,their repair, replacing worn-out parts or systems. Whereas competenciesrelated to the system work, service goals and motor vehicle maintenancewere evaluated as less important.
Competence assessment distribution by the personnel in companieswith 5-9 employees is rather equal. Almost all the activities related withmotor vehicle repair, diagnostics, maintenance, etc. were evaluated asimportant, including system testing, finding incidental defects, specialdiagnostics, repair, fault finding and repair work. Special expansion,additional installation work was evaluated as less important.
Competencies related to aggregate repair, customer incidentalcomplaints, incidental defects, special expansions, additional installations,inspection and maintenance work, system testing, repair of the worn-outsystems and their parts are very important in companies having 10-19employees.
Medium size companies estimated the knowledge and skills in thefollowing areas as less important: administration service, specialexpansions, additional installations, and motor vehicle maintenance.Competencies related to such work as special diagnostics, aggregate repair,breakdown repair, fault finding and repair, and repair of worn out partswere evaluated as very important.
Large companies indicated competencies in the following areas asmost important: system testing, breakdown detection and repair, work
OCCUPATIONAL (QUALIFICATION) RESEARCH
158
with customer complaints, incidental defects, seasonal inspection.
Summarising it can be concluded that the majority of companiesindicated breakdown detecting and repair as one of the core competencies.
3.14. Continuing vocational education andtraining in motor service companies
The results of the research showed that 10 out of 18 researchedcompanies organize measures of continuing vocational training orparticipate in them. Small companies take part in training organised byeducational institutions or larger companies. Companies with 10-50employees organise training themselves or participate in manufacturer-organised training. All company groups indicated that they usemanufacturer recommendations, descriptions, instructions and otherliterature.
Small company (1 - 4 employees) top personnel indicate that weakpoints in motor vehicle mechanic’s work are lack of experience, lack ofknowledge about engines and electric systems. They particularly lackspecialists in motor vehicle body repair and electronic system repair. Smallcompanies take part in training, and also try to use motor vehiclemanufacturer technical catalogues and instructions.
Company with 5 - 9 employees top personnel indicate that they lackelectronic system, body repair, motor vehicle painting, and preparation formotor vehicle painting, motor mechanics specialists. In their opinion,vocational school graduates have only a general understanding aboutmotor vehicle mechanics; however, they have competencies incommunicating with customers and independent work. Employees in thisgroup of companies participate in training organized for motor vehiclepainting, preparation for painting, axis measuring work. According to theirrepresentatives, it is purposeful to organise training to teach people workwith new equipment.
OCCUPATIONAL (QUALIFICATION) RESEARCH
159
Top personnel of companies with 10 - 19 employees indicate thatvocational school graduates lack practical skills, theoretical knowledge,initiative and responsibility. In their opinion, more attention should bedevoted to the development of the following competencies: painting workand communication with customers. Employees indicated lack ofknowledge to perform electric work, motor vehicle body repair, chassis,engine and aggregate repair, injection system work.
Representatives of medium size companies (20 - 49 employees) indicatelack of motor vehicle mechanics’ competencies in body repair, paintingand electronic area work. Companies agree that in the future more motormechanics of broad specialisation will be needed which will be able torepair, weld, to repair chassis, read technical literature, will have basics inforeign languages, skills in communicating with customers, will havecomputer literacy skills, will be responsible for their work, will knowquality requirements and will be able to work independently. Employeesof medium size companies take part in marketing, diagnostics, technicalrepair, work organization, sales area training.
Representative of large companies (over 50 employees) indicate theylack milling and turning equipment operators, electricians, diagnostics,aggregate repair and electronics specialists. Companies themselvesorganise training in work organisation, customer service IT system andmanagement fields.
Almost all the researched company employees lack knowledge andskills in electronics and motor vehicle body repair fields. They also lackcore skills such as knowing foreign languages, work with computer,initiative, responsibility and technical reasoning.
OCCUPATIONAL (QUALIFICATION) RESEARCH
163
Having performed work sectoral analysis and functional analysis,the current certified and used teaching programmes should be analysed.This would help to clarify the current work fields and competences includedin the existing teaching programmes and would allow to explore the gapbetween the developed teaching programmes and sectoral needs.
Teaching programme analysis takes into account the followingaspects:
1. Economical aspect – how much the qualifications provided by theteaching programme meet the requirements of the world of work.In this case the achievement criteria are developed in cooperationwith employers.
2. Pedagogical aspect which indicates:
- if the teaching programme equips the learner with reliable skillsto plan, perform and monitor his vocational activity;
- if the programme creates opportunities for learners to participatein continuing vocational education and training activitiesseeking to sustain the acquired vocational competencies.
3. Teaching quality aspect which includes requirements forpedagogical staff qualification, relationship between generaleducation and vocational education and training in the teachingprogramme, relationship between theoretical and practicalteaching, assessment requirements and their role in ensuring thegrowth of the teaching quality.
4. Aspect of programme systematicity which indicates how a concreteprogramme is appropriate in the context of vocational educationand training system and occupational standards.
5. Aspect of occupational mobility indicating what occupationalmobility opportunities are provided by the acquired qualificationand its accreditation system.
6. Aspect of further accessibility of learning and studies whichexpresses the possibilities of the programme to continue education.
ANALYSIS OF THE TEACHING PROGRAMMES
164
Teaching programme analysis criteria depend on the fact if thevocational education and training programme under analysis has thecertified vocational training standards which define the main relevantoccupational requirements: occupational qualifications, main educationalgoals, content, final evaluation and qualification accreditation procedure.Standards are developed taking into account labour market demands andrequirements for the concrete qualification, and also with regard tovocational education and training traditions in foreign countries andLithuania. Standards indicate key educational goals and assessment oflearner knowledge, skills and abilities; however it provides the right foreducational institutions to change the teaching content at their owndiscretion. Schools can create apply various educational forms andmethods to achieve the set goals. Thus, the standards determine thestandardised teaching programme parts.
Fig. 17. Criteria of vocational education andtraining programme analysis
ANALYSIS OF THE TEACHING PROGRAMMES
165
Vocational education and training programmes can be analysed inthe vocational education expert, concrete work area expert and employersdiscussions. The number of the analysed programmes should not be lowerthan 4-5 teaching programmes.
4.1. Teaching programme characteristics
Comparing teaching programmes it is important to take into accountthat the teaching programmes that are being compared correspond to thesame educational background and the same stage of particular workactivity skills. Different vocational education background levels differ intheir content, time resources, and necessary skills, teaching and learningmethods.
Teaching programme is also characterised by the entrancerequirements, i.e. competencies (often related to general education) whichare required from the person who aims at acquiring vocationalcompetencies defined in the standard. There are general requirementsaccredited in the Ministry of Science and Education (applicant age, healthstatus, documents certifying basic or general education, etc.). However, todetermine the specific skills of the applicants, vocational education andtraining institutions can apply other means such as tests, etc.
Final evaluation of the achieved teaching goals takes up an importantpart in the teaching programmes. Final evaluation is performed after thecompletion of the whole teaching programme and is used as the basis forvocational qualification recognition. In Lithuania, such achievementrecognition is most often held during final examinations. Their resultsallow to determine if the learner has achieved the necessary vocationalqualification upon the completion of the intended teaching programme.The key parameters of the final examination are always included inoccupational standards. If a standard of a certain occupation does notexist, it is necessary to compare the procedures, sequence and criteria ofthe checking the acquired professional knowledge and skills.
Provision of the core skills is not planned in the teaching programmes.
ANALYSIS OF THE TEACHING PROGRAMMES
166
Core skills can be various and they often are based of the achievements ofthe personal nature. These are social skills (communicability, tolerance,partnership, discretion, etc.), personal skills (accuracy, honesty,responsibility, thoroughness, etc.), formal skills (analytical thinking,systemic thinking, creativity, ability to concentrate, etc.). As this parameterof teaching programme comparison is not defined in the standard, coreskills are integrated with special competencies both, in the teachingprogrammes and on the goal level.
If the standard of a certain occupation is certified, vocational activityareas and competencies are clearly defined and there is a closed(unchangeable) teaching programme part. Work areas characterise theprofile of a concrete occupation. Standard defines vocational activity areas,i.e. what tasks are to be carried out and in what sequence (e.g.,independently or according to the instructions) in order to successfullyimplement the work, relevant to the occupation. The standard alsodescribes competencies necessary to carry out concrete work activityfunctions, i.e. employee occupational and core skills based on theyknowledge, abilities, dispositions and attitudes.
If there does not exist a certified occupational standard, it is necessaryto compare work areas of the same occupation, the same vocationalbackground level and stage as well as relevant competencies.
Lithuanian vocational education and training standard standardisesgoals (competencies) and intermediate objectives. Whereas direct and smallaims lie within the competence of the school and the teacher who plansconcrete teaching measures. Determination of the scope of knowledge,cognition and actions necessary to achieve the goals, independentteaching subjects or modules, forms, methods and ways of achievingconcrete direct goals also lie within the competence of the school and theteacher.
The ration of theoretical and practical teaching is also a significantindicator of vocational education and training programmes oriented tothe increase of learner employment opportunities.
ANALYSIS OF THE TEACHING PROGRAMMES
167
4.2. Teaching programme analysis
On the basis of the information gathered and summarised by theproject partners, the Centre for Vocational Education and Training Researchat Vytautas Magnus University carried out a comparative analysis ofoccupational standards and programmes of motor vehicle mechanics’vocational educational level 3 in Lithuania, Germany and Finland. Researchcompared the following parameters of vocational training programmes:programme titles, provided qualification, training duration, entrancerequirements, specialisation indicated in the programmes, the ratio oftheoretical and practical training, the targeted competence.
The comparative analysis showed that according to many parametersLithuanian, German and Finnish motor vehicle mechanic’s curricula aresimilar. German motor vehicle mechanic’s vocational teachingprogrammes differ from Lithuanian and Finnish programmes by morecomprehensive and sequential motor vehicle mechanic’s competencedescriptions, appropriate to motor vehicle and its system and aggregaterepair technology and sequence. In these programmes, differently fromLithuanian and Finnish, great attention is paid to work process planning,constant inspection of work and its results quality, environment protectionand efficient raw material use, right to work and negotiations withemployers competence. In Lithuanian motor vehicle mechanic’soccupational standard and teaching programmes, differently from Germanand Finnish programmes, core competencies are not distinguished into aseparate group. It is obvious that German and partly Finnish motor vehiclemechanic’s vocational education and training programmes are moreoriented to the requirements of the world of work. German motor vehiclemechanic’s vocational education and training programme is more clearlyoriented to employer needs in the area of provided competencies andprospective worker needs and interests related to social and juridical safety.
German and Finnish motor vehicle mechanic’s vocational educationand training programmes, in comparison with Lithuanian motor vehiclemechanic’s vocational education and training standard are more flexible
ANALYSIS OF THE TEACHING PROGRAMMES
168
in the provided vocational qualifications and specialisation areas. Theyprovide learners with greater professional mobility and betteropportunities to adapt to the changing labour market requirements.Despite certain differences, the comparative analysis indicates thatcountries have sufficient possibilities to develop common modules ofmotor vehicle mechanic’s vocational education and training.
4.2.1 Comparison of motor vehicle mechanic’s work functionsindicated by Lithuanian, German and Finnish motor vehiclemechanic’s level 3 vocational education and trainingprogrammes
1. Generalvocationaleducationand train-ing subjects
2. Technicalinspectionand diag-nostics
Motor vehicle technicaldiagnostics and mainte-nance
Work with motor vehicletechnical maintenanceand repair equipmentand devices, processingof diagnostic informa-tion and data
Reading of technicaldocumentation, use andpreparation
Electrical andelectronical technologies
Technologies of hydrau-lics and pneumatics
Inspection and measure-ments
Fault finding and deter-mining their causes
Technical drawing
Basics in electrotechnics(electric engineering)
Basics of hydraulics andpneumatics technologies
Physics and chemistry(related to vocationalarea)
Information technolo-gies in motor vehicles
Material science – ma-terial technologies
Motor vehicle construc-tion
Basics in diagnostics
Fault finding in me-chanical system
Fault finding in electri-cal part
Workfunctions
Lithuanian motor ve-hicle mechanic’s occu-pational standard
German motor vehiclemechanic’s occupationalstandard
Finnish motor vehiclemechanic’s occupationalstandard
ANALYSIS OF THE TEACHING PROGRAMMES
169
3. Repair ofmotor ve-hicle sys-tems andaggregates
Repair of motor vehiclesystems and aggregates
Selection and change ofspare parts, aggregatesand technical mainte-nance materials ensur-ing the necessary qual-ity of motor vehicle tech-nical state.
Work with motor vehicletechnical maintenanceand repair equipment,processing of diagnosticinformation data.
Inspection of exhaustgas and pollution harm-ful to the environmentreduction equipment
Inspection, regulatingand actuating mechani-cal, hydraulic, pneu-matic, electric and elec-tronic systems andunits.
Assessment of motorvehicle breakdowns andfaults
Repair of motor vehiclesystems and compo-nents
Repair of motor vehiclestructural and coveredcomponents and aggre-gates
Installation of extraunits and systems,mounting of supplemen-tary elements
Assemblage
Mechanical (manual)processing
Mechanical processingusing equipment
Welding, thermal cut-ting
Quality assurance of thework that is being per-formed including adja-cent operations
Analysis of caults andrepair cost evaluation
Maintenance and repairof the chassis and trans-mission
Maintenance and repairof the engine and elec-trical part
Vehicle body repair
Repair of vehicle bodyparts
Metal processing (prac-tice)
Technologies of me-chanical processing andassemblage
Practice of electrical partwork
Materials and welding
ANALYSIS OF THE TEACHING PROGRAMMES
Workfunctions
Lithuanian motor ve-hicle mechanic’s occu-pational standard
German motor vehiclemechanic’s occupationalstandard
Finnish motor vehiclemechanic’s occupationalstandard
170
4. Technicalm a i n t e -nance ofmotor ve-hicles, theirs y s t e m sand aggre-gates
5. Adminis-t r a t i v etasks andc u s t o m e rservice
Technical diagnosticsand maintenance ofmotor vehicles
Cleaning and washingmotor vehicle parts,checking their quality
Lubrication and oil fill-ing work
Work with motor vehicletechnical maintenanceand repair equipment,devices and processingdiagnostic informationdata
Financial accounting ofmotor vehicle technicalmaintenance and repairwork
Communication withcustomers
Motor vehicle driving
Skill in looking for em-ployment and work
Technical maintenance
Dismantling and assem-blage of components,aggregates and systemsperforming technicalmaintenance
Technical maintenanceof the motor vehicle
Work law, law of collec-tive negotiations, worksecurity requirements
Work safety, environ-ment protection and ra-tional use of energeticresources
Work process planningand preparation, controland evaluation of thework results
Motor vehicle technicalservice
ANALYSIS OF THE TEACHING PROGRAMMES
Workfunctions
Lithuanian motor ve-hicle mechanic’s occu-pational standard
German motor vehiclemechanic’s occupationalstandard
Finnish motor vehiclemechanic’s occupationalstandard
171
Title
of t
he p
rog-
ram
me,
trai
ning
dura
tion
, le
vel,
entr
ance
requ
ire-
men
ts p
rovi
ded
qual
ifica
tions
Wor
kfu
nctio
nsCo
mpe
tenc
ies
and
core
skill
s
Rati
on o
fth
eore
tical
and
prac
tical
trai
ning
Spec
ialis
atio
nTe
chni
cal a
ndte
chno
logi
cal
trai
ning
bas
is
LITH
UA
NIA
Mot
or v
ehic
lem
echa
nic
Du
rati
on a
nd
leve
l:2
– 3
yea
rs /
leve
l 3 (A
ccor
d-in
g to
ISCE
D: In
i-ti
al v
ocat
iona
ltr
aini
ng /
ISCE
D97
3 le
vel)
Min
imal
sco
peof
the
tea
chin
gpr
ogra
mm
e –
2960
tea
chin
gho
urs.
Requ
irem
ents
for t
he en
tran
ceto
the t
rain
ing:
For
leve
l 3
teac
hing
– b
asic
seco
ndar
y ed
u-ca
tion
(9 y
ears
).Co
nfer
red
qual
i-fic
atio
ns: m
otor
veh
icle
m
e-
1.
Tech
nic
alm
ain
ten
an
cean
d di
agno
stic
sof
m
otor
ve
-hi
cles
.2.
Rep
air
of m
o-to
r ve
hicl
e ag
-gr
egat
es
and
syst
ems.
3. C
lean
ing
and
was
hin
g th
epa
rts
and
thei
rqu
alit
y as
sur-
ance
.4.
Lu
bric
atio
nan
d oi
l cha
ngin
gw
ork.
5. S
elec
tion
of
spar
e pa
rts,
unit
s and
ope
ra-
tion
al m
ater
ial
and
chan
gin
gen
suri
ng th
e nec
-es
sary
lev
el o
fm
otor
veh
icle
1.1.
To
eval
uate
the
tec
hnic
al s
tate
of
mot
orve
hicl
e sy
stem
s an
d ag
greg
ates
on
the
basi
s of
exte
rnal
char
acte
rist
ics o
f the
mot
or v
ehic
le.
1.2.
To
dete
rmin
e th
e pa
ram
eter
s of
mot
or v
e-hi
cle m
echa
nism
and
syst
em fu
ncti
onin
g us
ing
inst
rum
ents
and
dev
ices
of t
echn
ical
dia
gnos
-ti
cs.
1.3.
To
perf
orm
the
dete
rmin
ed te
chni
cal m
ain-
tena
nce
proc
edur
es a
ccor
ding
to m
anuf
actu
rer
inst
ruct
ions
and
reco
mm
enda
tions
, mee
t the
set
wor
k sa
fety
and
envi
ronm
ent p
rote
ctio
n re
quir
e-m
ents
.1.
4. T
o us
e fit
ter t
ools
and
tech
nolo
gica
l tec
hni-
cal m
aint
enan
ce eq
uipm
ent s
afel
y an
d pu
rpos
e-fu
lly.
1.5.
To
perf
orm
fitt
er m
etal
and
sim
ilar
mat
e-ri
al w
ork.
1.6.
To
have
the
nec
essa
ry w
eldi
ng s
kills
and
com
pete
ncie
s: g
as w
eldi
ng, e
lect
rici
ty w
eldi
ng,
braz
ing.
1.7.
to
dism
antl
e m
otor
veh
icle
mec
hani
sms,
aggr
egat
es a
nd sy
stem
s acc
ordi
ng to
man
ufac
-tu
rer t
echn
olog
ical
requ
irem
ents
.2.
2. T
o de
term
ine
brea
kdow
ns (
faul
t fin
ding
),th
eir c
ause
s and
elim
inat
e the
m.
Pr
ac
tic
al
tr
ai
ni
ng
amou
nts
to a
tle
ast 7
0% o
f the
who
le t
rain
ing
time (
min
imum
800
hou
rs
ofpr
acti
cal
trai
n-in
g in
w
ork-
shop
s)in
2 y
ear
prog
-ra
mm
es; t
he ra
-ti
on o
f the
oret
i-ca
l an
d pr
acti
-ca
l wor
k is
:th
eore
tica
l tra
i-ni
ng30
% …
37%
/pr
actic
al63
% …
70%
. In
3 ye
ar p
rogr
am-
mes
the
rati
o of
theo
reti
cal
and
prac
tica
l tr
ain-
ing
is:
Acc
ordi
ng
toth
e m
otor
ve-
hicl
e ty
pe:
- Re
pair
an
dte
chni
cal m
ain-
tena
nce
of c
ars,
tru
cks,
bu
ses,
mot
orcy
cles
,et
c.-
Repa
ir
and
tech
nica
l mai
n-te
nanc
e of
agr
i-cu
ltura
l mec
ha-
nism
s an
d m
o-to
r ve
hic
les:
trac
tors
, co
m-
bine
har
vest
ers,
etc.
Acc
ordi
ng
toth
e ser
vice
func
-ti
ons:
1.Re
cept
ion
and
diag
nost
ics.
2.Re
pair.
3.T
ech
nic
al
Equi
pmen
t and
tool
s:
Mot
or v
ehic
lelif
ts –
3;
Whe
el m
ount
-in
g st
and;
Whe
el b
alan
c-in
g st
and
- 2;
Elec
tric
al d
evic
eco
ntro
l sta
nd –
2 Inje
ctio
n t
est
and
tun
e-u
pst
and
– 1
Ligh
t ad
just
-m
ent s
tand
– 1
CO g
as a
naly
ser
- 1 Body
repa
ir a
ndge
omet
ry re
con-
stru
ctio
n st
and
– 1
Pain
ting
equ
ip-
men
t
ANALYSIS OF THE TEACHING PROGRAMMES
4.2.
2. M
otor
veh
icle
mec
han
ic’s
voc
atio
nal
edu
cati
on a
nd
trai
nin
g pr
ogra
mm
es:
com
para
tive
an
alys
is o
f Li
thu
ania
n, G
erm
an a
nd
Fin
nis
h p
rogr
amm
es
172
Title
of t
he p
rog-
ram
me,
trai
ning
dura
tion
, le
vel,
entr
ance
requ
ire-
men
ts p
rovi
ded
qual
ifica
tions
Wor
kfu
nctio
nsCo
mpe
tenc
ies
and
core
skill
s
Rati
on o
fth
eore
tical
and
prac
tical
trai
ning
Spec
ialis
atio
nTe
chni
cal a
ndte
chno
logi
cal
trai
ning
bas
is
chan
ic,
mot
orve
hicl
e dr
iver
,sp
ecia
list i
n ag
-ri
cultu
re te
chni
-ca
l m
ain
te-
nanc
e an
d re
-pa
ir
qual
ity.
6. W
ork
wit
hm
otor
veh
icle
diag
nost
ic, t
ech-
nic
al m
ain
te-
nanc
e an
d re
-pa
ir eq
uipm
ent,
and
diag
nost
icin
form
ati
on
and
data
ana
ly-
sis.
7.
The
firs
tm
edic
al a
id f
orth
e inj
ured
.8.
Fin
anci
al a
c-co
unti
ng o
f mo-
tor v
ehic
le te
ch-
nic
al m
ain
te-
nanc
e an
d re
-pa
ir w
ork.
9. C
omm
unic
a-ti
on w
ith
the
cust
omer
s.10
. Dri
ving
.Fo
ster
ing
em-
ploy
men
t.
2.3.
To a
ssem
ble,
tune
-up,
adj
ust a
nd te
st m
otor
vehi
cle
mec
hani
sms,
agg
rega
tes a
nd sy
stem
s.3.
To w
ash
and
clea
n pa
rts,
per
form
par
tde
fect
atio
n in
a q
ualit
ativ
e w
ay.
4. T
o ch
eck
the
leve
l of o
il an
d co
nsum
able
s in
mec
hani
sms a
nd sy
stem
s, e
valu
ate
the
stat
e of
oil,
lubr
ican
ts a
nd o
ther
runn
ing
liqui
ds, t
o oi
l,ch
ange
oil,
lubr
ican
ts a
nd o
ther
runn
ing
liqui
ds.
5. To
sele
ct th
e nec
essa
ry a
nd su
itabl
e spa
re p
arts
and
chan
ge t
he d
efec
ted
part
s, p
rope
rly
sele
ctth
e app
ropr
iate
cons
truc
tion
and
runn
ing
mat
e-ri
al.
6. T
o ap
ply
mea
suri
ng, d
iagn
osti
c, q
ualit
y as
-su
ranc
e ins
trum
ents
and
equi
pmen
t; to
find
the
nece
ssar
y te
chni
cal a
nd te
chno
logi
cal i
nfor
ma-
tion
from
var
ious
reso
urce
s and
use
it in
tech
no-
logi
cal p
roce
ss.
7. T
o de
liver
the
first
med
ical
aid
to th
e in
jure
d.8.
To
perf
orm
and
man
age
init
ial m
otor
veh
icle
mai
nten
ance
and
rep
air
wor
k ac
coun
ting
; to
cont
rol w
ork
acco
unti
ng p
roce
sses
and
ana
lyse
com
pany
wor
k re
sults
.9.
To
deve
lop
polit
e co
mm
unic
atio
n w
ith
cus-
tom
ers i
n th
e nat
ive a
nd fo
reig
n la
ngua
ge sk
ills;
to e
xpla
in to
the
clie
nt th
e te
chni
cal s
tate
of h
is(h
er) m
otor
veh
icle
, its
impa
ct u
pon
the
safe
tyof
mot
or v
ehic
le ex
ploi
tatio
n, en
viro
nmen
t, ec
o-no
mic
par
amet
ers
of m
aint
enan
ce, t
o pr
ovid
eth
e cu
stom
er w
ith
com
preh
ensi
ve a
nd p
reci
se
theo
reti
cal
40%
prac
tica
l 60%
.
mai
nten
ance
of
mot
or v
ehic
les
and
thei
r sy
s-te
ms.
4.M
anag
eria
lfu
nct
ion
s of
mot
or v
ehic
lere
pair
w
ork-
shop
s –
fina
n-ci
al a
ccou
ntin
gan
d w
ork
wit
hcu
stom
ers.
Spec
ialis
atio
n of
such
tim
e is
pe-
culia
r to
lar
gese
rvic
e co
mpa
-ni
es. V
ocat
iona
lsc
hool
s ar
e or
i-en
ted
to t
rain
-in
g m
otor
ve-
hicl
e mec
hani
csof
bro
ad q
ualif
i-ca
tion.
Engi
ne d
iagn
os-
tics
stan
d
Lith
uani
an v
oca-
tion
al s
choo
lsw
orki
ng i
n th
em
otor
veh
icle
mec
hani
c voc
a-ti
onal
tra
inin
gar
ea re
nova
tion
and
reco
nstr
uc-
tion
of
the
cur-
rent
tec
hnic
alba
sis.
ANALYSIS OF THE TEACHING PROGRAMMES
173
info
rmat
ion
abou
t the
det
ecte
d fa
ults
, way
s to
elim
inat
e the
m, d
urat
ion
of th
e rep
air a
nd w
ork
cost
s. .
10. G
ood
driv
ing
skill
s an
d kn
owle
dge.
11. T
o kn
ow th
e bu
sine
ss e
nvir
onm
ent t
o ev
alu-
ate
one’
s po
ssib
iliti
es to
find
a jo
b; to
app
ly th
eac
quir
ed p
rofe
ssio
nal k
now
ledg
e in
star
ting
own
busi
ness
.
GER
MA
NY
Mot
or v
ehic
lem
echa
nic,
Du
rati
on:
3,5
year
s.Vo
catio
nal t
rain
-in
g le
vel:
init
ial
voca
tiona
l tra
in-
ing
/ IS
CED
97
leve
l 3Re
quir
emen
tsfo
r the
entr
ance
to t
he t
rain
ing:
9-10
yea
rs o
f the
basi
c sec
onda
ryed
ucat
ion
Conf
erre
d qu
ali-
fica
tion
: qu
ali-
fied
empl
oyee
inm
otor
veh
icle
mec
hani
cs
1.
Voca
tion
aled
ucat
ion
and
trai
ning
.2.
Str
uctu
re a
ndor
gani
sati
on o
fed
ucat
iona
l in
-st
itut
ions
.3.
Wor
k la
w, l
awof
col
lect
ive
ne-
gotia
tions
, wor
ksa
fety
, en
viro
n-m
ent p
rote
ctio
nre
quir
emen
ts.
4. W
ork
safe
ty,
envi
ronm
enta
lpr
otec
tion
and
rati
onal
use
of
reso
urce
s.5.
Wor
k pr
oces
spl
ann
ing
and
pre
pa
rati
on,
wor
k re
sult
eval
uati
on a
ndm
onito
ring
.6.
Rea
din
g of
1. W
ork
plan
ning
, qua
lity
assu
ranc
e, w
ork
or-
gani
zatio
n.2.
Insp
ecti
on a
nd m
easu
ring
wor
k in
mot
or v
e-hi
cles
, fir
st o
f all,
rel
ated
to:
2.1.
Abi
lity
to d
ism
antl
e an
d as
sem
ble
mot
orve
hicl
e sy
stem
s.2.
2. A
bilit
y to
rea
d an
d us
e ch
ain
diag
ram
s,flo
w ch
arts
, tec
hnic
al d
raw
ing
duri
ng fa
ultf
ind-
ing,
kno
w th
e m
arki
ng o
f ter
ms
and
sym
bols
of co
nnec
ting
ele
men
ts.
3. P
erfo
rm r
epai
r ta
sks
in v
ario
us m
otor
ve-
hicl
e ty
pe s
yste
ms
(fee
d of
ele
ctri
c cu
rren
t in-
clud
ing
gene
rato
r, lig
ht s
yste
m, w
arni
ng a
ndsi
gnal
ling
equi
pmen
t, en
gine
, eng
ine
acce
sso-
ries
, coo
ling
syst
em, e
xhau
st g
as e
quip
men
t,st
art-u
p eq
uipm
ent/
star
ter,
engi
ne co
ntro
l and
fuel
feed
, gea
r/tr
ansm
issi
on a
nd c
lutc
h, b
rake
syst
em, a
xle
cont
rol,
chas
sis
wit
h w
heel
and
tyre
mou
ntin
g, b
ody
part
s and
inte
rnal
cove
r).
To b
e ab
le to
use
bre
akdo
wn
asse
ssm
ent
tech
-ni
cal m
eans
and
pre
pare
to d
eliv
er th
e m
otor
vehi
cle
to th
e cu
stom
er.
4. T
o pe
rfor
m t
echn
ical
mai
nten
ance
and
in-
spec
tion
wor
k ac
cord
ing
to th
e m
anuf
actu
rer
inst
ruct
ions
and
lega
l req
uire
men
ts.
Theo
reti
cal
teac
hing
:30
%Pr
acti
cal
trai
ning
:70
%
Thre
e dir
ectio
nsof
spec
ialis
atio
ndu
ring
the t
hird
and
four
th y
ear
of
the
prog
ram
me:
1.T
ech
nic
al
mai
nten
ance
of
the
mot
or v
e-hi
cle
2.T
ech
nic
al
mai
nten
ance
of
truc
ks3
.Te
chn
ica
lm
aint
enan
ce o
fm
otor
cycl
es.
Ever
y m
echa
nic
can
wor
k in
all
thre
e are
as ir
re-
spec
tive
th
esp
ecia
lisa
tion
chos
en i
n t
het
ea
ch
in
gpr
ogra
mm
e.
Tech
nica
l-tec
h-no
logi
cal t
rain
-in
g ba
sis:
1. D
iagn
osti
csin
stru
men
ts (e
x-pe
rt s
yste
ms,
scan
nin
g de
-vi
ces)
.2.
Tec
hnic
al i
n-fo
rmat
ion
sys-
tem
s.3.
Com
-pu
teri
sed
mea
-su
rin
g eq
uip
-m
ent
(au
to-
mat
ic i
nsp
ec-
tion
prog
ram
me
for
engi
ne c
on-
trol
syst
em d
iag-
nost
ics)
.4.
Equ
ipm
ent
for
chas
sis
and
axle
s di
agno
s-ti
cs.
Spec
ial
inst
ru-
ANALYSIS OF THE TEACHING PROGRAMMES
174
men
ts
and
devi
ces f
or d
i-ve
rse
mot
orve
hicl
e sy
s-te
m re
pair.
5. T
o pe
rfor
m d
iagn
os-
tic
wor
k us
ing
mea
sur-
ing
devi
ces a
nd fa
ult d
e-te
ctin
g sc
ann
ers;
to
eval
uat
e br
eakd
own
code
s and
use
faul
tfin
d-in
g st
rate
gies
acc
ordi
ngto
dia
gnos
tic
inst
ruc-
tion
s;
to
dete
rmin
ebr
eakd
own
caus
es.
6. T
o pe
rfor
m v
isua
l in-
spec
tion
and
che
ck b
yu
sin
g so
un
d he
arin
gm
etho
d.7.
To
perf
orm
exh
aust
gas
anal
ysis
.8.
To
perf
orm
cha
ssis
mea
sure
men
ts.
To i
nspe
ct b
reak
dow
nson
the
bas
is o
f th
ecu
stom
er’s
evid
ence
and
dete
rmin
e th
e re
pair
cost
s.
tech
nica
l doc
umen
tati
on, u
se a
nd p
repa
rati
on.
7. C
heck
ing
and
mea
suri
ng.
8. A
ssem
blag
e.9.
Man
ual p
roce
ssin
g.10
. Mec
hani
cal p
roce
ssin
g.11
. Tec
hnic
al m
aint
enan
ce.
12. W
eldi
ng, t
herm
al cu
ttin
g.13
. Ele
ctri
c te
chno
logy
, ele
ctro
nics
.14
. Hyd
raul
ics,
pne
umat
ics.
15. D
ism
antli
ng a
nd a
ssem
blin
g of
com
pone
nts,
ag-
greg
ates
and
syst
ems d
urin
g th
e mot
or v
ehic
le te
ch-
nica
l mai
nten
ance
.16
. Tec
hnic
al m
aint
enan
ce o
f mot
or v
ehic
les.
17. I
nspe
ctio
n, t
unin
g an
d co
nnec
ting
mec
hani
cal,
hydr
aulic
, pne
umat
ic, e
lect
ric a
nd el
ectr
onic
syst
ems
and
units
.18
. Ins
pect
ion
of e
xhau
st g
as a
nd r
educ
tion
of d
an-
gero
us p
ollu
tion
elim
inat
ion
to t
he e
nvir
onm
ent
equi
pmen
t.19
. Fau
lt fin
ding
, det
ecti
ng th
eir c
ause
s.20
. Rep
air
of m
otor
veh
icle
sys
tem
s an
d th
eir
com
-po
nent
s.21
. Rep
air
of m
otor
veh
icle
str
uctu
ral a
nd c
over
edco
mpo
nent
s and
agg
rega
tes.
22. E
xtra
uni
ts a
nd in
stal
lati
ons m
ount
ing
wor
k.23
. Est
imat
ion
of th
e br
eakd
owns
and
dam
age
done
to a
mot
or v
ehic
le.
24. M
onit
orin
g of
the
wor
k be
ing
perf
orm
ed.
ANALYSIS OF THE TEACHING PROGRAMMES
Title
of t
he p
rog-
ram
me,
trai
ning
dura
tion
, le
vel,
entr
ance
requ
ire-
men
ts p
rovi
ded
qual
ifica
tions
Wor
kfu
nctio
nsCo
mpe
tenc
ies
and
core
skill
s
Rati
on o
fth
eore
tical
and
prac
tical
trai
ning
Spec
ialis
atio
nTe
chni
cal a
ndte
chno
logi
cal
trai
ning
bas
is
175
FIN
LAN
D
Mot
or v
ehic
lem
echa
nic
Prog
ram
me
dura
tion:
120
tra
inin
gw
eeks
(3
year
s) V
oca-
tion
al e
duca
-tio
n an
d tr
ain-
ing
leve
l ac
-co
rdin
g to
ISCE
D 97
: 3.
Requ
irem
ents
for
the
en-
tran
ce
tole
arni
ng: b
asic
sec
on
da
ryed
ucat
ion
9 –
10 y
ears
.C
on
ferr
ed
qual
ific
atio
n:m
otor
veh
icle
mec
hani
c.
Gen
eral
edu
cati
on s
ubje
cts:
nat
ive l
angu
age a
ndco
mm
unic
atio
n, S
wed
ish
lang
uage
, En
glis
h la
n-gu
age,
mat
hem
atic
s, p
hysi
cs a
nd ch
emis
try,
prac
ti-
cal t
rain
ing,
soci
al st
udie
s and
law
, opt
iona
l cou
rses
.Ba
sic
occu
pati
onal
subj
ects
(30
trai
ning
wee
ks):
Info
rmat
ion
tech
nolo
gies
in th
e m
otor
veh
icle
.Te
chni
cal d
raw
ing.
Mat
eria
l tec
hnol
ogie
s.M
etal
pro
cess
ing
prac
tica
l tra
inin
g.M
echa
nica
l pro
cess
ing
and
asse
mbl
age t
echn
olog
ies.
Basi
cs in
elec
tric
al en
gine
erin
g.Pr
actic
al tr
aini
ng in
elec
tric
al en
gine
erin
g.Ba
sics
in h
ydra
ulic
s and
pne
umat
ics.
Mot
or v
ehic
le co
nstr
ucti
on. M
otor
veh
icle
tech
nica
lse
rvic
e.Sp
ecia
l occ
upat
iona
l sub
ject
s (60
trai
ning
wee
ks):
Chas
sis a
nd tr
ansm
issi
on t
echn
ical
serv
ice
Engi
ne a
nd el
ectr
ical
equi
pmen
t tec
hnic
al se
rvic
eBa
sics
in d
iagn
osti
csAu
tom
atic
s eng
inee
ring
Mec
hani
cal b
reak
dow
n de
tect
ion
Elec
tric
al p
ar fa
ult f
indi
ngM
ater
ial s
cien
ce a
nd w
eldi
ngRe
pair
of m
otor
veh
icle
par
tsBo
dy re
pair
Anal
ysis
of
brea
kdow
ns a
nd c
alcu
lati
on o
f re
pair
cost
sBo
dy m
easu
rem
ent
Mot
or v
ehic
le p
aint
ing
Opti
onal
occ
upat
iona
l sub
ject
s (10
trai
ning
whe
els)
:En
gine
repa
irEn
gine
cont
rol s
yste
m re
pair
Body
repa
ir
1. T
o pe
rfor
m m
echa
ni-
cal
and
elec
tric
sys
tem
brea
kdow
n d
etec
tin
gan
d de
fect
dia
gnos
tic
wor
k.2.
To
perf
orm
tec
hnic
alm
aint
enan
ce a
nd in
spec
-ti
on w
ork
acco
rdin
g to
man
ufac
ture
r in
stru
c-ti
ons.
3. To
per
form
bod
y re
pair
and
pain
ting
wor
k ac
-co
rdin
g to
the
man
ufac
-tu
rer i
nstr
uctio
ns.
4. T
o fo
llow
wor
k sa
fety
requ
irem
ents
and
rule
s.
Theo
reti
-ca
lte
achi
ng:
30%
Prac
tica
ltr
aini
ng:
70%
Exce
ptio
nal
dire
ctio
n of
spec
ialis
ation
:ra
cing
car
ste
chno
logy
.
Tech
nic
al-
tech
nolo
gica
ltr
aini
ng b
a-si
s:
1. D
iagn
os-
tics
dev
ices
.2.
Com
pute
r-is
ed m
easu
r-in
g eq
uip
-m
ent.
3.
Cyli
nde
rhe
ad r
epai
req
uipm
ent.
3.W
heel
bal
-an
cin
g sy
s-te
m
(4
–po
ints
).4.
Dyn
amom
-et
er.
5.Te
st s
tand
.6.
Body
repa
irp
latf
orm
san
d m
easu
r-in
g eq
uip
-m
ent.
Pa
int
ing
cam
era.
ANALYSIS OF THE TEACHING PROGRAMMES
176
Conclusions of the comparative analysis
1. In their general features the teaching programmes under analysisand standards are similar. This is particularly well illustrated bythe following parameters: programme duration (3-3,5 years),vocational education level (ISCED 97 level 3), entrance requirements(basic secondary education – 9, 10 years).
2. The content of competences in the programmes under analysis israther similar. German vocational education and trainingprogrammes distinguish themselves by comprehensive andaccurate technical motor vehicle occupational knowledge and skilldescriptions which provide more information about the content ofmotor vehicle qualification.
3. Motor vehicle specialisations in the analysed programmes are alsorather similar. A general feature is intention to train specialists ofbroad qualification in motor vehicle vocational education andtraining programmes and standards in all the countries. Motorvehicle mechanics can work with vehicles of various types – cars,trucks, and motorcycles.As Lithuanian partners included into their analysis trainingprogrammes for preparation of the specialists for agriculturalmachinery service and repair in agricultural schools, their analysisindicates this specialisation. Finnish partners indicated racing carstechnology specialisation.
4. The ration of theoretical and practical training is similar in all theprogrammes under analysis: theoretical training takes up 30% onaverage, whereas practical training - 70 % of the whole trainingtime.
5. Localisation of practical training differs. In Lithuania, the largerpart of practical training is provided in school workshops. Companyinvolvement in this area is comparatively low. In Germany, practicaltraining is provided on the job place in companies and, in addition,in training centres founded by the companies (iberbetrieblicheBerufsbildungsstotten). In Finland, practical training is providedin local motor repair workshops (garages).
ANALYSIS OF THE TEACHING PROGRAMMES
179
Knowledge about the analysed work processes can be transformedinto the development of the teaching programme based on learning andwork goals, using three work and learning dimensions:
• qualified work objects,
• qualified work tools, methods and organization,
• work and technology requirements.
Practical recommendations (more detailed information is provided inSpttl/Gerds 2002):
1. Write down the titles of occupational activity tasks. If you havedecided to develop modules, think how to relate every module withthe previous and the following module to guarantee thedevelopment of learner competences.
2. Describe the task.
3. Note down the specifications of the competencies that are acquiredhaving finished a certain programme stage or module.
4. Note down three work and learning dimensions of this task.
5. Develop learning and work task performance plans evaluating thecontent of these three dimensions. This should be performed byteachers with the help of the equipment, learner groupcharacteristics and school environment.
Vocational education and training programme development is thelast programme optimisation stage which starts from an overview of theteaching goals. Goals are formulated having evaluated the outcomes ofthe previously performed optimisation stages.
Vocational education and training optimisation can include modulesdue to their flexibility, an exceptional feature, important for optimisationprocess. Module flexibility is ensured by the following qualities:
- a training module is an independent vocational education andtraining unit;
- a separate module can be characterised by: goal, content, didacticand methodological methods and evaluation;
DEVELOPMENT OF THE TEACHING PROGRAMMES
180
- a module is narrower in its scope than the whole teachingprogramme;
- a module can be a constituent part of several teaching programmes.
The structure of a modular teaching programme can be constructedaccording to the classification of work process stages. In this case, workprocess stage classification proposed by Bob Mansfeld was used. Workprocess stages are classified into linear, cyclic work process sequences,distinguishing separate product and work results and separate workprocesses and methods.
In the development of motor vehicle mechanic’s programmes, themain attention was devoted to approaching work and learningspecifications to actual work process requirements, programme flexibilityand occupational mobility and continuing vocational training andlearning opportunities provided by the programmes.
Designing the structure of motor vehicle mechanic’s modules, linearwork stage sequence was taken as a basis. Expanding motor vehiclemechanic’s work into modules was based on motor vehicle structureprinciple.
The choice was determined by several reasons:
· Specific specialisation of motor vehicle diagnostics, repair andtechnical maintenance sector which is partly based on the principleof distribution according to the structure of the motor vehicle.
· Specificity of labour market and motor vehicle service developmentand demand when motor vehicle service related to diagnostics,repair and technical maintenance of various motor vehicle unitshave different demand. For instance, the sectoral motor vehicleanalysis revealed that in Lithuania, there is more demand for chassistechnical maintenance and repair as well as motor vehicle bodyrepair. These differences in their turn have impact upon the worksector demand for the development of labour force qualificationneeds.
DEVELOPMENT OF THE TEACHING PROGRAMMES
181
Thus, the designed module parameters include three elements:
1. Work specifications – work process structure – work taskcharacteristics.
2. Learning specification is created for every work specification, i.e.,work competences necessary to perform work tasks are listed, aswell as learning fields where these competences are acquired.
3. Assessment specifications which provide a certain standard forassessing the competences necessary to perform the work activityin a qualified way.
5.1. Motor vehicle mechanic’s vocational trainingmodules
The Centre for Vocational Education and Training Research at VytautasMagnus University together with the representatives from MarijampoleVocational Training Centre designed the outline of motor vehiclemechanic’s vocational training module programme. Motor vehiclemechanic’s vocational training module programme parameters consistof eight modules related to diagnostics, repair and technical maintenanceof chassis, transmission, engine, engine control system, body, motorvehicle control system, motor vehicle electrical-electronical system andfeeding unit system. Three modules out of eight have been fully designedand piloted: chassis diagnostics, repair and technical service, transmissiondiagnostics, repair and technical service, and engine control systemdiagnostics. For other modules only the main parameters have beenformulated, on their basis and on the grounds of the designed and pilotedmodule samples it is possible to design completed training modules.
Preparing the modules it is recommended to take into account thefollowing aspects:
1. Learning specifications or competences necessary for the work arederived from work specifications or work descriptions. For instance,skills in finding engine control system faults by using computeriseddiagnostics systems are derived from motor vehicle engine controlsystem diagnostic activity.
DEVELOPMENT OF THE TEACHING PROGRAMMES
182
2. Learning specifications indicate knowledge areas that have to beappropriate to learning objectives as much as possible. For instance:
Learning specifications
Learning objectives Knowledge areas
3.1. To explain to the customer 3.1. Work parameters of enginethe state of the parameters control system and its units.of engine control system.
3.2. To indicate to the customer 3.2. Technical requirements ofthe causes of faults and engine control system maintenan-breakdowns. ce and manufacturer instructions.
3.3. To indicate to the customer 3.3. Work accounting and the price and terms of fault price setting.elimination.
3. Characterising work and learning specifications, the use ofinaccurate, misleading and ambiguous descriptions should beavoided. For instance:
„to perform chassis technical maintenance properly “
should be changed into:
„perform chassis technical maintenance in a qualitative way,according to the manufacturer standards“;
„ to explain the customer the causes of engine control faultssufficiently “
should be changed into
„to explain the customer the causes of engine control faultsthoroughly “;
„to perform diagnostics of transmission according to appropriaterequirements and standards“
should be changed into
„ to perform diagnostics of transmission according to manufacturerrequirements and service workshop quality standards, etc.
DEVELOPMENT OF THE TEACHING PROGRAMMES
183
1.
To
acqu
ire
know
ledg
e an
dsk
ills
in m
otor
ve-
hicl
e bod
y di
agno
s-ti
cs (
mat
eria
l sci
-en
ce,
body
dia
g-n
osti
cs t
echn
ol-
ogy,
etc
.)2.
To
ac
quir
ekn
owle
dge
and
skill
s in
mot
or v
e-hi
cle
body
rep
air
(she
et m
etal
pro
-ce
ssin
g te
chno
lo-
gies
, met
alw
ork)
.3.
To
ac
quir
ekn
owle
dge
and
skill
s in
mot
or v
e-hi
cle p
aint
ing
and
surf
ace
fin
ish
(type
s of
mat
eria
lu
sed
for
body
pain
ting
and
thei
rus
e, b
ody
prim
ing,
putt
ing
and
pain
t-in
g, i
nspe
ctio
n of
the
pain
ted
sur-
face
and
fini
shin
gte
chno
logi
es).
Voca
tion
al
sch
ool
stu
-de
nts,
the u
n-e
mp
loy
ed
lear
nin
g in
labo
ur m
ar-
ket
voca
-ti
onal
tra
in-
ing
prog
ram
-m
es,
serv
ice
wo
rksh
op
empl
oyee
s
Mod
ule
part
icip
ants
will
ac-
quir
e th
e fo
llow
ing
skill
s:1.
To
eval
uate
the
tec
hnic
alst
ate
of m
otor
veh
icle
bod
y.2.
To
iden
tify
bod
y br
eak-
dow
ns, d
efec
ts, a
nd d
efor
ma-
tion
feat
ures
.3.
To
sele
ct a
ppro
pria
te a
ndra
tion
al m
etho
d to
rep
air
mot
or v
ehic
le b
ody.
4. T
o re
pair
mot
or v
ehic
lefr
ont
and
rear
win
gs, d
oors
,th
resh
olds
(al
tar)
, bo
ot,
toab
ride
, put
ter a
nd p
rim
e bod
ypa
rts.
5. T
o pr
epar
e m
otor
veh
icle
body
for p
aint
ing.
6. T
o ch
oose
pai
n ac
cord
ing
to t
he m
ark,
col
our,
glan
ce,
resi
stan
ce t
o im
pact
and
de-
form
atio
ns.
7. To
choo
se p
aint
and
pri
mer
diss
olve
nt a
nd h
arde
ners
.8.
To
use
polis
hing
, pai
ntin
gan
d dr
ying
dev
ices
and
equi
p-m
ent.
9. To
pai
nt m
otor
veh
icle
bod
y.10
. To
dete
rmin
e an
d el
imi-
nate
def
ects
of
the
pain
ted
body
sur
face
.
1. M
otor
veh
icle
bod
y fa
ults
and
def
ects
.1.
1. B
ody
faul
ts, d
efec
ts, d
efor
mat
ions
and
thei
rki
nds.
1.2.
Cor
rosi
on c
ause
s an
d w
ays
to e
limin
ate
it1.
3. A
ntic
orro
sion
mat
eria
l qu
alit
ies
and
thei
rap
plic
atio
n w
ays.
2. M
otor
veh
icle
bod
y re
pair
tech
nolo
gy.
2.1.
Mot
or v
ehic
le b
ody
repa
ir m
etho
ds.
2.2.
Bod
y di
agno
stic
s an
d di
sman
tlem
ent.
2.3.
Mec
hani
cal p
roce
ssin
g of
she
et m
etal
.2.
4. D
ism
antle
men
t, pl
anis
hing
, rep
airi
ng, p
uttin
gan
d pr
imin
g of
bod
y pa
rts:
bon
net,
fron
t and
rear
win
gs, f
ront
pan
el, r
oof,
door
, lug
gage
com
part
-m
ent b
otto
m a
nd li
d, si
lls, p
orëm
io si
jø, f
ront
and
rear
bum
pers
.3.
Mot
or v
ehic
le b
ody
pain
ting
tech
nolo
gy.
3.1.
Pre
para
tion
of m
otor
veh
icle
bod
y fo
r pa
int-
ing.
3.2.
Mat
eria
ls u
sed
for b
ody
pain
ting,
thei
r mar
ks,
and
chem
ical
and
phy
sica
l qua
litie
s.3.
3. P
aint
ing
tool
s an
d eq
uipm
ent,
thei
r m
aint
e-na
nce.
3.4.
Dry
ing
way
s and
regi
mes
of t
he p
aint
ed su
r-fa
ce.
3.5.
Fin
ishi
ng o
f th
e pa
inte
d su
rfac
e, t
ools
and
equi
pmen
t use
d fo
r gri
ndin
g an
d po
lishi
ng.
3.6.
Qua
lity
asse
ssm
ent o
f the
pai
nted
sur
face
.3.
7. W
ork
secu
rity
and
env
iron
men
tal p
rote
ctio
nre
quir
emen
ts.
Fina
l ex-
amin
a-tio
n
320
hour
s
Mod
ule
obje
ctiv
es T
arge
tgr
oup
Mod
ule
outc
omes
Mod
ule
cont
ent
5.2.
Par
amet
ers
of
mot
or v
ehic
le m
ech
anic
’s v
ocat
ion
al t
rain
ing
mod
ules
5.2.
1. M
otor
veh
icle
bod
y re
pair
an
d pa
inti
ng
Mod
ule
ran-
gean
dfor
ms
Form
of
asse
ssm
ent
DEVELOPMENT OF THE TEACHING PROGRAMMES
184
Mod
ule
obje
ctiv
es T
arge
tgr
oup
Mod
ule
outc
omes
Mod
ule
cont
ent
Mod
ule
ran-
gean
dfor
ms
Form
of
asse
ssm
ent
1.
To
acqu
ire
know
ledg
e an
dsk
ills
in m
otor
ve-
hicl
e con
trol
equi
p-m
ent
tech
nic
alm
aint
enan
ce (m
a-te
rial
s an
d pa
rts
used
in h
ydra
ulic
and
pneu
mat
icsy
stem
mai
nte
-na
nce,
tun
e-up
of
hyd
rau
lic
and
pneu
mat
ic b
rake
syst
em).
2.
To
acqu
ire
know
ledg
e an
dsk
ills
in m
otor
ve-
hicl
e con
trol
equi
p-m
ent
repa
irin
g(h
ydra
uli
c an
dpn
eum
atic
bra
kesy
stem
rep
airi
ng,
met
alw
ork,
etc
.)
Voca
tion
al
sch
ool
stu
-de
nts,
une
m-
ploy
ed tr
ain-
ing
in la
bour
mar
ket v
oca-
tion
al t
rain
-in
g pr
ogra
m-
mes
, se
rvic
ew
ork
sho
pem
ploy
ees.
Mod
ule p
artic
ipan
ts w
ill a
cqui
re th
efo
llow
ing
ski
lls:
1. To
und
erst
and
car a
nd tr
uck
stee
r-in
g w
heel
and
bra
ke c
onst
ruct
ion
pecu
liari
ties
, hy
drau
lic v
acuu
mbr
ake s
ervo
func
tioni
ng, A
BS sy
stem
func
tioni
ng.
2. T
o as
sess
the
tec
hnic
al s
tate
of
mot
or v
ehic
le c
ontr
ol m
echa
nism
aggr
egat
e, u
nits
and
par
ts.
3. T
o re
gula
te m
otor
veh
icle
con
trol
equi
pmen
t fun
ctio
ning
par
amet
ers:
mot
or v
ehic
le p
arki
ng b
rake
cont
rol,
stee
ring
rod
join
ts, s
teer
ing
whe
elfr
eew
heel
ing,
bra
ke sh
oe cl
eara
nce,
brak
e ped
al fr
eew
heel
ing,
pne
umat
icbr
ake v
alve
gea
r and
bra
ke li
nkag
e,to
rel
ease
air
from
hyd
raul
ic b
rake
syst
em.
4. D
efec
t an
d ch
ange
par
ts:
air
com
pres
sor’s
gea
r bel
t, st
eeri
ng li
nk-
age j
oint
s, fr
ont a
nd re
ar w
heel
bra
kesh
oes.
To c
hang
e th
e am
ount
of o
il in
hy-
drau
lic p
ump
tank
.
1. M
otor
veh
icle
con
trol
equ
ipm
ent.
1.1.
Pur
pose
, str
uctu
re, t
ypes
of
mot
orve
hicl
e con
trol
equi
pmen
t.2.
Pur
pose
, con
stru
ctio
n, fu
nctio
ning
and
type
s of
whe
el.
2.1.
Ste
erin
g lin
kage
and
mec
hani
sm, i
tsst
ruct
ure,
func
tioni
ng a
nd b
reak
dow
ns.
2.2.
Fun
ctio
ning
, str
uctu
re, b
reak
dow
nsof
hyd
raul
ic h
ydro
stee
ring
gea
r.3.
Bra
ke s
yste
ms.
3.1.
Typ
es, p
urpo
se, s
truc
ture
and
func
-ti
onin
g of
bra
ke s
yste
ms.
3.2.
Con
stru
ctio
n, fu
ncti
onin
g an
d m
ain-
tena
nce
of h
ydra
ulic
bra
ke sy
stem
.3.
3. F
unc
tion
ing
and
brea
kdow
n of
vacu
um-h
ydra
ulic
mas
ter s
ervo
, par
king
brak
e of
hyd
raul
ic b
rake
s.3.
4. C
onst
ruct
ion,
pur
pose
, fun
ctio
ning
and
brea
kdow
ns o
f pne
umat
ic b
rake
sys-
tem
.3.
5. A
ir co
mpr
esso
rs, b
rake
val
ves,
bul
bs,
redu
ctor
s, va
lves
, tra
iler a
ir co
ntro
l val
ve,
whe
el b
rake
act
uato
rs, p
arki
ng b
rake
, its
func
tioni
ng a
nd tu
ning
-up.
3.6.
Bra
ke A
BS p
urpo
se, s
truc
ture
, fun
c-ti
onin
g an
d ty
pes,
pos
sibl
e br
eakd
owns
,th
eir c
ause
s and
way
s of e
limin
atin
g.W
ork
safe
ty a
nd e
nvir
onm
enta
l pro
tec-
tion
requ
irem
ents
in p
erfo
rmin
g te
chni
-ca
l in
spec
tion
of
mot
or v
ehic
le c
ontr
oleq
uipm
ent.
Fina
l ex-
amin
a-tio
n
120
hour
s
5.2.
2. T
ech
nic
al m
ain
ten
ance
an
d re
pair
of
mot
or v
ehic
le c
ontr
ol e
quip
men
t
DEVELOPMENT OF THE TEACHING PROGRAMMES
185
Mod
ule
obje
ctiv
es T
arge
tgr
oup
Mod
ule
outc
omes
Mod
ule
cont
ent
Mod
ule
ran-
gean
dfor
ms
Form
of
asse
ssm
ent
1.
To
acqu
ire
know
ledg
e an
dsk
ills
in m
otor
ve-
hic
le
elec
tric
aleq
uipm
ent t
echn
i-ca
l (el
ectr
otec
hni-
cal
mat
eria
l sc
i-en
ce,
theo
ry o
fel
ectr
otec
hn
ics,
mea
sure
men
t de
-vi
ces,
tec
hnol
ogy
of el
ectr
ical
equi
p-m
ent d
iagn
ostic
s).
2.
To
acqu
ire
know
ledg
e an
dsk
ills
in m
otor
ve-
hic
le
elec
tric
aleq
uipm
ent r
epai
r-in
g (m
akin
g el
ec-
tric
al s
chem
es o
fel
ectr
ical
equ
ip-
men
t, m
etal
wor
k,et
c.)
Voca
tion
al
sch
ool
stu
-de
nts,
une
m-
ploy
ed, t
rain
-in
g in
labo
urm
arke
t voc
a-ti
onal
tra
in-
ing
prog
ram
-m
es,
serv
ice
wo
rksh
op
empl
oyee
s.
Mod
ule p
artic
ipan
ts w
ill a
cqui
re th
e fol
-lo
win
g sk
ills:
1. T
o m
ake
up a
nd re
ad sc
hem
es o
f ele
c-tr
ical
conn
ectio
n.2.
To
asse
mbl
e an
d di
sman
tle
mot
orve
hicl
e ele
ctri
cal e
quip
men
t.3.
To
conn
ect
the
sour
ce o
f el
ectr
ical
pow
er co
rrec
tly.
4. T
o pe
rfor
m t
he d
iagn
osti
cs o
f mot
orve
hicl
e ele
ctri
cal e
quip
men
t with
the h
elp
of v
ario
us m
easu
rem
ent d
evic
es a
pplie
din
ele
ctro
tech
nolo
gy.
5. O
n th
e ba
sis o
f gen
eral
requ
irem
ents
and
man
ufac
ture
r in
stru
ctio
ns, t
o pe
r-fo
rm m
otor
veh
icle
elec
tric
al eq
uipm
ent
repa
irin
g w
ork:
5.1.
Rep
airi
ng t
he d
efec
ted
elec
tric
alpa
rts.
5.2.
Rep
laci
ng th
e def
ecte
d el
ectr
ical
par
tsw
ith
the n
ew o
nes
6. O
n th
e ba
sis
of g
ener
al t
echn
ical
re-
quir
emen
ts a
nd m
anuf
actu
rer i
nstr
uc-
tion
s, to
per
form
tech
nica
l ins
pect
ion
ofm
otor
veh
icle
ele
ctri
cal s
yste
m a
nd it
spa
rts:
tech
nica
l mai
nten
ance
of a
ccum
u-la
tors
and
gen
erat
ors,
tech
nica
l mai
nte-
nanc
e of
rel
ays,
sta
rter
s, i
gnit
ion
sys-
tem
s, lig
htni
ng eq
uipm
ent,
switc
hes a
ndin
stal
lati
ons.
7. T
o ob
ey t
he e
lect
rote
chni
cal
wor
ksa
fety
rul
es o
f in
the
wor
k pr
oces
s.
1. B
asic
s in
elec
trot
echn
ics.
2. T
ypes
, kin
ds, f
eatu
res
and
use
ofel
ectr
otec
hnic
al m
ater
ials
.3.
Typ
es a
nd p
urpo
se o
f m
otor
ve-
hicl
e ele
ctri
cal e
quip
men
t.4.
Mea
ns o
f mot
or v
ehic
le e
lect
rica
leq
uipm
ent d
iagn
ostic
mea
suri
ng.
5. T
echn
olog
y of
mot
or v
ehic
le e
lec-
tric
al eq
uipm
ent d
iagn
osti
cs.
6. T
echn
ical
mai
nten
ance
of
mot
orve
hicl
e ele
ctri
cal e
quip
men
t.7.
Bas
ics
in m
etal
wor
k.8.
Term
inol
ogy
in el
ectr
otec
hnic
s use
din
fore
ign
man
ufac
ture
r ins
truc
tions
and
sim
ilar d
ocum
ents
.
Fina
l ex-
amin
a-tio
n
400
hour
s
5.2.
3. D
iagn
osti
cs, r
epai
rin
g an
d te
chn
ical
mai
nte
nan
ce o
f m
otor
veh
icle
ele
ctri
cal
equ
ipm
ent
DEVELOPMENT OF THE TEACHING PROGRAMMES
186
1. T
o be
abl
e to
eval
uate
tech
nica
lst
ate
of t
he f
eed
syst
em a
nd p
er-
form
dia
gnos
tics
.2.
To
ac
quir
ekn
owle
dge
and
skill
s in
rep
airi
ngm
otor
veh
icle
feed
syst
ems.
3.
To
acqu
ire
know
ledg
e an
dsk
ills
in t
echn
ical
mai
nte
nan
ce o
fm
otor
veh
icle
feed
syst
ems.
Voca
tion
al
sch
ool
stu
-de
nts,
une
m-
ploy
ed tr
ain-
ing
in la
bour
mar
ket v
oca-
tion
al t
rain
-in
g pr
ogra
m-
mes
, se
rvic
ew
ork
sho
pem
ploy
ees.
Mod
ule p
artic
ipan
ts w
ill a
cqui
re th
efo
llow
ing
skill
s:1.
To
iden
tify
the
tec
hnic
al s
tate
of
the
feed
syst
ems a
nd th
eir w
ork
pa-
ram
eter
s.2.
To
diag
nose
bre
akdo
wns
in m
o-to
r ve
hicl
e fe
ed s
yste
ms
wit
h th
ehe
lp o
f co
ntro
l m
easu
rem
ent
and
diag
nost
ic m
eans
.3.
To el
imin
ate t
he d
etec
ted
feed
sys-
tem
com
bust
ion
perf
orm
ing
dis-
man
tlin
g, a
ssem
blin
g, p
art
repa
ir,pa
rt r
epla
cem
ent
and
adju
stin
g of
the
asse
mbl
ed s
yste
m.
To p
erfo
rm te
chni
cal m
aint
enan
ce o
fm
otor
veh
icle
fee
d sy
stem
s (f
uel
tank
, pi
pes,
fil
ters
, fu
el p
umps
,no
zzle
s, ca
rbur
etto
r, in
spec
tion
and
adju
stm
ent o
f the
ir fu
ncti
onin
g).
1. M
ater
ial s
cien
ce –
fuel
, mot
or v
ehic
leru
nnin
g liq
uids
.2.
Str
uctu
re a
nd fu
ncti
onin
g of
com
pres
-si
on ig
niti
on e
ngin
e fe
ed sy
stem
.3.
Str
uctu
re a
nd fu
nctio
ning
of p
etro
l low
com
pres
sion
eng
ine
feed
syst
em.
4. P
etro
l in
ject
ion
syst
ems,
the
ir s
truc
-tu
re a
nd fu
nctio
ning
.5.
Dia
gnos
tics
and
repa
ir o
f com
pres
sion
igni
tion
eng
ine
feed
syst
ems.
6. D
iagn
osti
cs a
nd r
epai
r of
pet
rol
low
com
pres
sion
eng
ine
feed
syst
em.
Diag
nost
ics a
nd re
pair
of p
etro
l inj
ecti
onsy
stem
s.
Fina
l ex-
amin
a-tio
n
400
hour
s
5.2.
4. D
iagn
osti
cs, r
epai
rin
g an
d te
chn
ical
mai
nte
nan
ce o
f m
otor
veh
icle
fee
d sy
stem
DEVELOPMENT OF THE TEACHING PROGRAMMES
Mod
ule
obje
ctiv
es T
arge
tgr
oup
Mod
ule
outc
omes
Mod
ule
cont
ent
Mod
ule
ran-
gean
dfor
ms
Form
of
asse
ssm
ent
187
5.2.
5. D
iagn
osti
cs, r
epai
r an
d te
chn
ical
mai
nte
nan
ce o
f m
otor
veh
icle
en
gin
e an
d it
s sy
stem
s
To a
cqui
re t
heor
etic
al k
now
ledg
ean
d sk
ills i
n di
agno
stic
s, re
pair
and
tech
nica
l mai
nten
ance
of m
otor
ve-
hicl
e en
gine
and
its s
yste
ms:
1. Id
entif
icat
ion
of th
e eng
ine m
ark,
engi
ne w
ork
para
met
ers
unde
rva
riou
s ro
tati
ons
of e
ngin
e m
ain
shaf
t.2.
Iden
tific
atio
n of
eng
ine
cool
ing
and
igni
tion
syst
em w
ork
para
m-
eter
s.3.
Iden
tific
atio
n of
the g
ener
al te
ch-
nica
l sta
te o
f the
eng
ine.
4. P
erfo
rman
ce o
f eng
ine
dism
an-
tling
and
ass
embl
ing
wor
k.5.
Def
ecta
tion
and
rep
air
of t
heen
gine
cylin
der b
lock
and
cylin
der
head
s.6.
Def
ecta
tion
and
per
form
ance
of
the
repa
ir o
f cra
nksh
aft a
nd c
on-
nect
ing
rod
mec
hani
sm.
7. D
efec
tati
on o
f gas
dis
trib
utio
nm
echa
nism
, rep
air
of it
s pa
rts
orre
plac
emen
t.8.
To
perf
orm
dia
gnos
tics
, rep
air
and
tech
nica
l mai
nten
ance
wor
kof
eng
ine
igni
tion
syst
em.
9. P
erfo
rman
ce o
f en
gine
tec
hni-
cal
mai
nten
ance
ope
rati
ons:
re-
plac
emen
t of
oil,
coo
ling
wat
ert,
tuni
ng o
f the
gen
erat
or a
nd d
istr
i-bu
tion
mec
hani
sm b
elt t
ensi
on.
Mod
ule
part
icip
ants
will
acq
uire
the
fol-
low
ing
skill
s:1.
To id
enti
fy te
chni
cal s
tate
of t
he en
gine
and
its w
ork
para
met
ers.
2. To
dia
gnos
e mot
or v
ehic
le en
gine
bre
ak-
dow
ns w
ith th
e hel
p co
ntro
l mea
sure
men
tan
d di
agno
stic
s mea
ns.
3. T
o ch
eck
the
engi
ne w
ater
coo
ling
sys-
tem
, fan
func
tion
ing
and
repl
ace
engi
new
ater
cool
ing
syst
em, r
epla
ce co
olin
g w
ater
.4.
To ch
eck
the l
ubri
catio
n sy
stem
, rep
lace
the
oils
.5.
To
chec
k th
e ap
prop
riac
y of
eng
ine
igni
-tio
n sy
stem
uni
ts a
nd a
ggre
gate
s fo
r ex
-pl
oita
tion,
to st
rain
or re
plac
e gen
erat
or be
lt.6.
To
dism
ount
the
engi
ne o
ut o
f the
mo-
tor v
ehic
le7.
To
iden
tify
and
elim
inat
e br
eakd
owns
in en
gine
cylin
der b
lock
and
cylin
der h
eads
.8.
To d
efec
t and
repa
ir o
r rep
lace
the m
ain
shaf
t- co
nnec
ting
rod
mec
hani
csm
par
ts.
9. T
o de
fect
and
repa
ir o
r rep
lace
par
ts o
fga
s dis
trib
utio
n m
echa
nism
.10
. To
perf
orm
the
repa
ir o
f spa
rk p
lugs
,ig
nitio
n w
ires
, dis
trib
utor
and
indu
ctio
n-co
il in
the
engi
ne ig
niti
on sy
stem
.11
. To
iden
tify
the d
efec
ts o
f ele
ctri
c pow
erso
urce
s, p
erfo
rm re
pair
or r
epla
cem
ent.
12. T
o id
enti
fy ig
niti
on a
dvan
ce a
ngle
.To
che
ck c
onta
ct, c
onta
ct-b
reak
er t
rig-
gere
d sy
stem
and
to re
pair
it.
1. E
ngin
e ty
pes,
stru
ctur
e an
d fu
nc-
tioni
ng.
2. E
ngin
e un
its a
nd sy
stem
s.3.
Eng
ine t
echn
ical
mai
nten
ance
.4.
Mot
or v
ehic
le e
ngin
e re
pair
tech
-no
logy
:4.
1. E
ngin
e di
smou
ntin
g an
d pr
epa-
rati
on fo
r rep
air.
4.2.
Eng
ine
dism
antl
ing
and
asse
m-
blin
g m
etho
ds a
nd re
quir
emen
ts.
4.3.
Rem
ovin
g, d
efec
tati
on a
nd r
e-pa
ir o
f eng
ine c
ylin
der b
lock
and
cyl-
inde
r hea
d.4.
4. D
efec
tati
on a
nd r
epai
r of
the
mai
n sh
aft,
choi
ce a
nd fi
ttin
g of
in-
sert
s.4.
5. D
efec
tati
on a
nd r
epai
r of
con
-ne
ctin
g ro
d–pi
ston
gro
up, c
hoic
e and
fitti
ng o
f pis
tons
, cyl
inde
rs a
nd p
is-
ton
ring
s.4.
6. D
efec
tatio
n an
d re
pair
of g
as d
is-
trib
utio
n m
echa
nics
m, c
hoic
e of
in-
let
and
exha
ust
valv
es, v
alve
sea
t-in
g an
d re
gula
ting
of t
he n
eces
sary
ther
man
l cle
aran
ce.
4.7.
Del
iver
y of
the
reap
ired
eng
ine
to th
e lo
cati
on a
nd te
stin
g w
ith
the
help
of v
ario
us d
iagn
osti
c mea
sure
san
d eq
uipm
ent.
5. R
epai
r te
chno
logy
of
the
mot
orve
hicl
e ig
niti
on sy
stem
.
DEVELOPMENT OF THE TEACHING PROGRAMMES
Mod
ule
obje
ctiv
esM
odul
eou
tcom
esM
odul
eco
nten
tM
odul
e ra
nge
Form
of
asse
ss-
men
tFi
nal e
x-am
ina-
tion
360
hour
s
Tar
get
grou
p
Vo
ca
-ti
on
al
sch
oo
ls
tu
-d
en
ts,
un
em
-p
loye
d,tr
aini
ngin
labo
urm
arke
tv
oc
a-
tio
na
ltr
aini
ngpr
ogra
m-
mes
, ser
-v
ic
ew
or
k-
shop
em-
ploy
ees.
188
5.2.
6.
Dia
gnos
tics
of
the
mot
or c
ontr
ol s
yste
m
DEVELOPMENT OF THE TEACHING PROGRAMMES
Mod
ule
obje
ctiv
es T
arge
tgr
oup
Mod
ule
outc
omes
Mod
ule
cont
ent
Mod
ule
rang
eFo
rm o
fas
sess
men
t
1. T
o fin
d th
e sy
mph
tom
s of t
hem
otor
con
trol
sys
tem
s fa
ults
.2.
To
loca
lise
the
faul
ts o
f th
em
otor
cont
rol s
yste
m u
sing
the
com
pute
rise
d di
agno
stic
s mea
-su
res.
3. To
impl
emen
t the
syst
emic
di-
agno
stic
s of
the
mot
or c
ontr
olsy
stem
s :
3.1.
To e
xecu
te th
e ro
utin
e di
ag-
nost
ics
3.2.
To ex
ecut
e the
inte
grat
ed d
i-ag
nost
ics
of t
he m
otor
con
trol
syst
enm
usi
ng th
e di
gita
l dia
g-no
stic
s sy
stem
s.3.
3. T
o m
ake
a di
agno
stic
s re
-fe
rrin
g to
the i
nstr
uctio
ns o
f pro
-du
cer.
3.4.
To m
ake a
n ex
peri
ence
bas
eddi
agno
stic
s.4.
To d
efin
e the
reso
urce
s for
the
diag
nos
tics
op
erat
ion
s –
mat
eria
los,
con
sum
able
s et
c..
5. T
o se
ttle
the
plan
of t
he d
iag-
nost
ics o
pera
tion
s.6.
To
chec
k th
e va
lidit
y of
the
diag
nost
ics r
esul
ts, t
o ve
rify
the
qual
ity
of th
e exe
cuti
on o
f dia
g-no
stic
s ope
rati
ons.
7. T
o im
plem
ent
the
corr
ecti
onm
easu
res
into
dia
gnos
tics
op-
erat
ions
.
Voca
tion
alsc
hool
stu-
dent
s, u
n-em
ploy
ed,
trai
ning
inla
bo
ur
ma
rk
et
voca
tion
altr
ain
ing
prog
ram
-m
es,
ser-
vice
wor
k-sh
op e
m-
ploy
ees.
Mod
ule p
arti
cipa
nts w
ill a
cqui
re th
e fol
low
ing
skill
s:1.
To
find
the
sym
ptom
s of
the
engi
ne c
ontr
olsy
stem
fau
lts
and
loca
lise
the
faul
ts b
y co
n-su
ltin
g th
e cu
stom
er, v
isua
l con
trol
, che
ckin
gin
act
ion,
usi
ng re
gist
erin
g of
sign
als w
ith
the
diffe
renr
t loa
ding
s of e
ngin
e and
turn
ing
spee
d,im
plem
enti
ng d
igit
al sy
tem
s of d
iagn
osti
cs.
2. T
o im
plem
ent t
he s
yste
mat
ic e
valu
atio
n of
the
wor
k of
veh
icle
eng
ine
cont
rol s
yste
m u
s-in
g th
e an
alys
is o
f the
dia
gram
s of w
ork
char
-ac
teri
stic
s, co
ntro
l of a
ctiv
ator
s, e
valu
atio
n of
the
faul
t m
emor
y co
nten
ts,
faul
t fin
ding
ac-
cord
ing
to th
e re
gula
tion
s of
pro
duce
r, st
rate
-gi
es a
nd s
ched
ules
of t
he d
iagn
osti
cs.
3. T
o an
alys
e an
d ev
alua
te t
he r
elat
ions
be-
twee
n th
e rec
eive
d re
sults
of t
he v
ehic
le en
gine
cont
rol d
iagn
osti
cs, w
hich
indi
cate
the
faul
tsan
d da
mag
es o
f the
sys
tem
..4.
To
anal
yse
and
eval
uate
the
impa
ct o
f the
engi
ne co
ntro
l sys
tem
faul
ts to
the w
ork
of th
eve
hicl
e and
the e
nvir
onm
ent.
5. T
o de
term
ine
the
reso
urce
s of
the
diag
nos-
tics
.6.
To
sche
dule
the
diag
nost
ics
oper
atio
ns.
7. T
o as
sure
the
qual
ity
of e
ngin
e co
ntro
l sys
-te
ms d
iagn
osti
cs o
pera
tion
s.8.
To
expl
ain
to th
e cu
stom
er t
he p
aram
eter
sof
his
veh
icle
eng
ine
cont
rol s
yste
m w
ork,
to
com
men
t th
e re
sult
s of
dia
gnos
tics
and
the
impa
ct o
f th
e de
tect
ed f
aults
to
the
wor
k of
vehi
cle a
nd en
viro
nmen
t.
1. T
he ty
pes o
f eng
ine c
on-
trol
syst
ems,
com
posi
tion
of en
gine
cont
rol s
yste
ms.
2. E
quip
men
t of t
he en
gine
cont
rol
syst
em d
iagn
os-
tics
.3.
The
tec
hnol
ogy
of t
heen
gine
con
trol
sys
tem
di-
agno
stic
s: ro
utin
e dia
gnos
-ti
cs,
inte
grat
ed d
iagn
os-
tics
, di
agno
stic
s ac
cord
-in
g to
the
plan
s and
regu
-la
tion
s of
the
pro
duce
rs,
expe
rien
ce b
ased
dia
gnos
-ti
cs.
4. E
lect
ric
sche
mes
and
diag
ram
s of
the
eng
ine
cont
rol s
yste
m.
5. I
nstr
ucti
ons,
sch
ems,
plan
s and
stra
tegi
es o
f en-
gine
con
trol
syst
em d
iag-
nost
ics
issu
ed b
y th
e pr
o-du
cer.
6. T
he e
nvir
onm
enta
l im
-pa
ct o
f the
wor
k of
eng
ine
cont
rol
syst
ems
and
its
faul
ts a
nd e
nvir
onm
ent
prot
ectio
n re
quir
emen
ts.
7. T
he p
lann
ing
and
qual
-ity
ass
uran
ce in
the e
ngin
eco
ntro
l sy
stem
dia
gnos
-ti
cs.
Fina
l ex-
amin
a-tio
n
360
hour
s
189
PRACTICAL POLITICAL RECOMMENDATIONS
Improvement of the employment possibilities influences theperspectives of the development of the person, social group, as well as thestate and society in the constantly changing social-economicalenvironment. The complexity of social and economical problems causedby unemployment urges to search for the certain strategies and programshow to solve them. The optimization of the existing vocational trainingcurricula provides the real possibilities to cope effectively with theunemployment through improvement of the qualification potential ofthe labor force and increasing its employability. Referring to the resultsand experiences of the Leonardo da Vinci program pilot project “Expansionof the employment possibilities through the optimization of the vocationaltraining curricula” we can present some political and practical suggestionsconcerning the improvement of the vocational training curricula.
1. The optimization of the vocational training curricula aiming atthe improvement of the employment possibillities should be basedon the principles of integration, effectivenness, correspondance tothe up-to-date requirements, partnership and reality.
Principle of Intergration means, that the optimization of thevocational training curricula encompasses a lot of factors ofvocational education and labor market: training and learningprocesses; researches of the labor market, skills needs analysis andvocational training reasearches presented in this books as well astheir results; the improvement of vocational training methodologyand methods; representation of the interests of different socialpartners and their groups; references to the experience of all theparticipants of vocational training process.
The principle of the effectiveness express the resultative and usefulapplication of the intellectual, material, technical andorganizational ressources in the process of the optimization ofvocational training curriculum.
Correspondance with the up-to-date requirements means that the
190
vocational training curricula shall go together with the changesof the labor market needs. The partnership of the vocationaltraining system and the world of activities is the crucial conditionto fulfill this requirement.
Partnership principle : vocational training can provide the betteremployment possibillities only on the condition, that the world ofactivities and vocational training institutions assure the close co-operation in the creation of the training curricula, evaluation oftraining results, organization of practical training, continuousvocational training and other fields. Partnership principle alsomeans the determination of partners for the effective developmentof the co-operation by purposefuly sharing the reponsibillities andfully exploiting the advantages of each partner.
Reality principle: the vocational training curriculla aiming to theimprovement of the emplyment possibillities can be designed andoptimized only referring to the vocational, economical, social,cultural and regional realities. The designers of the vocationaltraining curricula have to set the clear targets and foresee the meanshow to achieve the goals foreseen in the curriculum, what kind ofknowledge, skills and abilities will get the trainees and how it willinfluence their employment possibillities. Assurance of thefeedback with the trainees is one of the most important factors ofthe optimization of vocational training curricula.
2. This book presents the optimization approach of the existingvocational training curricula by adding to the existing trainingprograms new modules, which correspond to the actual and up-to-date labor market needs. The authors also present the approach ofthe curriculum optimisation referring to the training based on the„learning fields“ of work. Authors recongize that there is nouniversal method how to improve the vocational trainingcurriculum. By application these and other approaches it isnecessary to evaluate many factors of the learning and workenvironment at the micro-level (aims, needs and interests of the
191
trainees, qualification and skils of the trainors, experience of thetraining institution, etc.) and macro-level (vocational edeucationand training system, labor market conditions, economical andeducational policies, etc.).
3. Employers could take more active part in the development andoptimization of the vocational training curricula both for theprimary vocational training and for the continuous training. Oneof the most important issues in this case is to choose priorities ofdevelopment and optimization of continuous training curricula.This process should aim to the development of wide andpolyvalentic skills and knowledge and should not focus on thenarrow and short-term needs of the labor market. Effectivecontinuous training focused on the improvement of theemployment possibillities shall refer to the professional experienceof the trainee, but in the same time it should provide new skillsand knowledge, which are needed in the constantly changing workenvironment situations.
4. The optimization of the vocational training curricula is not possiblewithout the positive approach to the innovations and theirimplementation. Therefore is is necesary to seek for the compromisebetween the standartization of curricula and the implementationof innovations. The openness of the vocational training standardsto the improvements is the necessary condition for the optimizationof the vocational training curricula.