Report on Agriculture VET
Requirements
http://www.competencetools.eu
Dissemination Level: Public
www.ecompetence.eu
Executive Summary:
AT A GLANCE:
Project – Coordinator
Christian M. Stracke
University of Duisburg-Essen
[email protected]
Project Officers
Monika Holik (HoU, EC)
Pavol Krempasky (EC)
What is the focus of eCOTOOL?
The overall objective of eCOTOOL is to improve the
development, exchange, and maintenance of VET certificates
and their accessibility and transparency by harmonizing
Europass with other European instruments (EQF, ECVET) and
e-competences.
What is the focus of this Deliverable?
This document includes the description of Agriculture VET
requirements and the acquired information collected
through questionnaires and group work with stakeholders
during and after the National Workshops held in Czech
Republic, Germany, Greece, Italy, and Slovenia.
Partners
Germany:
• University of Duisburg-Essen
• Federal Institute for VET (BIBB)
Greece:
• Medit. Agron. Institute of Chania
• ELOT - Hellenic Standardization
• Agro-Know Technologies
Czech Republic:
• Institute of Agric. Economics + Inf.
Slovenia:
• Agriculture Chamber of Slovenia
Italy:
• Institute for Vocational Training
• KION SpA
United Kingdom:
• University of Bolton
Duration
24 months
URL www.competencetools.eu
What are the benefits of this Deliverable?
Expected milestones of this deliverable are the identification
and analysis of the specific VET requirements of the
agricultural sector in connection with WP1 research results.
How to use this Deliverable?
This deliverable will be used for the next project tasks.
What is the relationship to other deliverables and work
packages?
This deliverable will be used for the next deliverables of WP3
but also for other WPs.
Conclusions and recommendations
Harmonization of Europass CS, EQF & Competence Models in Europe
Document Information:
Project name
Acronym
Project number
Project URL
EC Project Officers
eCOmpetences TOOLs
eCOTOOL
504614 - LLP - 1 - 2009 - DE - Leonardo - LMP
www.competencetools.eu
Monika Holik (EC)
Pavol Krempasky (EC)
Document title
Deliverable
Deliverable
coordinator
Work Package
"D3_2_eCOTOOL_VET_Requirements_final.pdf"
D3.2 "Report on Agriculture VET Requirements"
Mediterranean Agronomic Institute of Chania (MAICh), Greece
Work
coordinator
WP3 "Analysis of Agriculture VET Requirements and Adaptation of
Europass CS eco-tools"
Package Mediterranean Agronomic Institute of Chania (MAICh), Greece
Security (dissemination level)
Date of delivery
Contractual
Actual
Document type
Version number and status
Number of pages
WPs contributing to the document
Keywords
Public
2010-08-31
2010-09-16
Report
Final Version (2.0)
85
Development
Agriculture, VET, EQF, competences, certificate supplement
Abstract
This document presents the outcomes of 5 National Workshops on
(for
external requirements for Vocational Education and Training (VET) in the
dissemination)
agricultural sector. The meetings were implemented in Germany,
Italy, Greece, Czech Republic and Slovenia in June and July 2010 and
hosted by institutions participating in the eCOTOOL project.
Stakeholders related to agriculture, VET, policy and employment
participated and invited speakers from key institutions gave
presentations to establish an overall understanding of the current
situation in the field. This report presents information regarding the
VET topics that are considered as priorities in agriculture for the
local and national labour market but also for European mobility of
manpower. Additionally, it contains interesting findings on the
features that an electronic tool should have to facilitate CS
development, storage and search and facilitate harmonization of
the national qualification frameworks with the EQF.
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
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Authors of this Document
Name
Giorgos Koubouris
Yannis Livieratos
Organization
Country
Mediterranean Agronomic Institute of Greece
Chania (MAICh)
Mediterranean Agronomic Institute of Greece
Chania (MAICh)
Reviewers of this Document (internal and external)
Name
Organization
Country
Contributors in background work and discussions (internal and external)
Name
Organization
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
Country
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Change history:
Version
Date
1.0
2010-09-01
2.0
2010-09-16
Author / Contributor
Giorgos Koubouris and
Yannis Livieratos
Giorgos Koubouris and
Yannis Livieratos
Description / Comments
Initial
development
document
Final version
of
the
Final Document
File name of the final document
Approval by the WP coordinator
Yannis Livieratos, Mediterranean Agronomic
Institute of Chania (MAICh) - Approved
Christian M. Stracke, University of DuisburgEssen (UDE) - Approved
Approval by the project coordinator
Revision history (if any):
Revision
Date
Reviser
Description / Comments
[number]
Final Document of this Revision
File name of the revised document
Approval by the WP coordinator
Approval by the project coordinator
"Revised_Document_Title.pdf"
[Name] - Not yet approved [Name] - Not yet approved -
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
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Project Consortium Information:
Partner and Acronym
Contact
University of Duisburg-Essen
(Coordinator)
UDE
Christian M. Stracke
[email protected]
Federal Institute for Vocational Education and Training
BIBB
Dagmar Winzier
[email protected]
Mediterranean Agronomic
Institute of Chania
MAICh
Yannis Livieratos
[email protected]
ELOT - Hellenic Organization
for Standardization
ELOT
Cleo Sgouropoulou
[email protected]
Agro-Know
Charalampos Thanopoulos
[email protected]
Technologies
Agro-Know
Institute of Agricultural
Economics and Information
UZEI
Lenka Fišerová
[email protected]
Chamber of Agriculture and
Forestry of Slovenia
KGZS
Aleš Tolar
[email protected]
Institute for the Development of Vocational Training
ISFOL
Alessandra Biancolini
[email protected]
KION
Simone Ravaioli
[email protected]
SpA
KION
University
of
Bolton
Simon Grant
[email protected]
Bolton
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
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List of Acronyms and Abbreviations:
Acronym
VET
EQF
ECVET
ECS
Full name
Vocational Education and Training
European Qualification Framework
European Credit system for Vocational Education and Training
European Certificate Supplement
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Table of Contents
1.
EXECUTIVE SUMMARY ............................................................................................. 10
2.
OVERVIEW OF NATIONAL WORKSHOPS IN PARTNER COUNTRIES ............................. 11
2.1 Preparation of National Workshops ............................................................................... 11
2.2 Implementation of National Workshops ........................................................................ 12
2.2.1 Czech Republic......................................................................................................... 12
2.2.2 Germany .................................................................................................................. 12
2.2.3 Greece ..................................................................................................................... 13
2.2.4 Italy .......................................................................................................................... 13
2.2.5 Slovenia ................................................................................................................... 14
3.
OUTCOMES OF THE NATIONAL WORKSHOPS ........................................................... 15
3.1 Czech Republic................................................................................................................ 15
3.2 Germany ......................................................................................................................... 15
3.3 Greece ............................................................................................................................ 16
3.4 Italy ................................................................................................................................. 17
3.5 Slovenia .......................................................................................................................... 18
3.6 Overall outcomes in the 5 National Workshops ............................................................ 19
3.6.1 Agricultural VET requirements .................................................................................... 19
3.6.2 Qualification Frameworks in National and European level and Europass .................. 22
4.
CONCLUSION ........................................................................................................... 28
5.
ANNEX 1. QUESTIONNAIRE ON VET REQUIREMENTS OF THE AGRICULTURAL SECTOR29
6. ANNEX 2. DISSEMINATION ACTIONS TO PROMOTE ECOTOOL PROJECT AND NATIONAL
WORKSHOPS .................................................................................................................. 36
7.
ANNEX 3. PRESENTATIONS GIVEN DURING THE NATIONAL WORKSHOPS ................. 40
7.1 Czech Republic............................................................................................................ 40
7.2 Germany ..................................................................................................................... 40
7.3 Greece ........................................................................................................................ 48
7.4 Italy ............................................................................................................................. 73
7.5 Slovenia ...................................................................................................................... 82
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List of Tables
Table 1 Agriculture VET topics that are considered as priorities in Czech Republic. ............... 19
Table 2 List of professional profiles and competences mostly required in Italy by the
Agricultural sector and list of agricultural sectors requiring wider learning supply by national
VET providers and/or by national Institutions. ........................................................................ 20
Table 3 Agriculture VET topics that are considered as priorities in Greece. ........................... 21
List of Figures
Figure 1 National Workshop in Greece .................................................................................... 13
Figure 2 Participants familiarity with Vocational education & training. .................................. 23
Figure 3 Participants familiarity with the European Qualification Framework. ...................... 23
Figure 4 Participants familiarity with the Europass. ................................................................ 23
Figure 5 Participants description of application and usage of the Europass CS. .................... 24
Figure 6 Participants assessment for the level of importance of the information included in
Europass CS. ............................................................................................................................. 25
Figure 7 Participants assessment to the level of importance of the information included in
the section 3 “PROFILE OF SKILLS AND COMPETENCES” of the Europass CS. ......................... 26
Figure 8 Participants description of what features would they like the section 3 “PROFILE OF
SKILLS AND COMPETENCES” of the Europass CS to have. ....................................................... 27
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1. Executive Summary
Five eCOTOOL National Workshops were carried out successfully in the participating
countries (Czech Republic, Germany, Greece, Italy, and Slovenia) in order to identify the
Vocational Education and Training needs and to get feedback regarding the Europass
Certificate Supplement use and National Qualification Frameworks harmonization with the
European QF. The workshops were held in June and July, 2010 with the participation of
stakeholders related to agriculture, VET, policy and employment. Invited speakers from key
institutions gave presentations to establish an overall understanding of the current situation
in the field. Information was collected through questionnaires regarding the VET topics that
are considered as priorities in agriculture for the local and national labor market but also for
European mobility of manpower. A discussion was also held on the features that the
electronic tool should have to facilitate CS development, storage and search. Photos from
the events as well as presentations by experts are available at the project website.
This report is based on and comprises a synthesis of the 5 reports on National
Workshops in Agriculture VET Requirements in Germany, Italy, Greece, Czech Republic and
Slovenia written in the framework of eCOTOOL Deliverable 3.1 by the project partners:
- University of Duisburg-Essen (UDE), Germany
- Federal Institute for Vocational Education and Training (BIBB), Germany
- Institute for the Development of Vocational Training (ISFOL), Italy
- Mediterranean Agronomic Institute of Chania (MAICh), Greece
- Institute of Agricultural Economics and Information (UZEI), Czech Republic
- Chamber of Agriculture and Forestry of Slovenia (KGZS), Slovenia
Results presented therein as well as representative tables and figures are included in the
present report.
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2. Overview of National Workshops in partner countries
2.1 Preparation of National Workshops
The national workshops were implemented by the project partners in the framework of
work package 3 of the project. The main objective of this work package is to research and
analyze the agricultural VOCATIONAL Education and Training (VET) requirements and to
adapt all Europass CS eco-tools to the agricultural sector and continuously refine and
optimize them.
A document with detailed “Guidelines for National Workshops” was developed and
distributed to the project partners to assure proper preparation, organization and
implementation of the events. That document also included templates for list of
stakeholders, invitation, agenda and questionnaire. In order to implement a detailed analysis
of VET requirements in agriculture invitations were sent to stakeholders of the following
categories:
(1) Users of vocational training in agriculture
•
Farmers,
•
Young and unemployed,
•
Members of cooperatives,
•
Public servants
(2) Providers of vocational training in agriculture
•
Organization of Agricultural Vocational Education Training and Employment
•
Public and private VET centers
•
(post)-secondary schools specialized in agriculture
•
Centres of Professional Training
•
Agricultural academic institutions
(3) Decision makers and advisors for vocational training in agriculture
•
Ministry of Rural Development,
•
Ministry of Education,
•
Ministry of Employment,
•
National VET accreditation centres
•
Agricultural associations,
•
Prefecture and regional administrations,
•
National Centre of Employment & Careers Orientation
(4) Human resources departments of various agriculture-related enterprises
•
Agricultural supplies’ stores
•
Agricultural supplies manufacturer companies
•
Organic farming-related products retailers
•
Gardening and nurseries enterprises
•
Greenhouse production-related enterprises
•
Food-related companies
•
Feed companies
•
Crop protection-related companies
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•
•
Compost & soil additives related companies
Distilleries & wine production
The invitation was sent to the selected stakeholders through email one month before the
workshop consisting of:
•
An introduction from the host institution
•
A general description of the project
•
The goals of the workshop and how the workshop fits into the overall project
•
The duration, date, and place of the workshop
•
Generally what the participant should expect to do (i.e. a short description of the
workshop format) as well as the agenda
Invitation receipt was verified and potential participation interest was discussed through
phone calls in the following days. Reminder emails were sent 2 weeks, 1 week and 1 day
before the workshop day.
Special attention was paid to achieve participation of key-stakeholders from the
National Qualification Framework Committee, Ministry of Education, National Europass
Centre, National Organization for VET, National Organization for VET in Agriculture.
Efforts to disseminate the events and increase participation from the local
community included announcements in the local newspapers, distribution of project
brochures, etc.
2.2 Implementation of National Workshops
The national workshops consisted of three main sections: presentations on EQF,
competences and eCOTOOL project, a questionnaire on agriculture VET requirements, and
an open discussion on the major issues on the meeting scope.
2.2.1 Czech Republic
In Czech Republic, the national workshop was implemented in the NÚOV (National Agency of
Europass CS) premises on July, 2010 with organization by ÚZEI. More than 20 stakeholders
related to agriculture VET, policy and employment, the National Agency for Europass,
Vocational schools, Ministry of Agriculture, Agrarian Chamber, Associations and Research
Institutions were present. Presentations for the main aim of eCOTOOL project, Europass
system and Europass Certified Supplement were made. It was mentioned the demands and
importance of Diploma Supplement were presented and the expected benefits, difficulties
and weakness of Europass were discussed.
2.2.2 Germany
In Germany, the National Workshop took place in Bonn on July, 2010 and was organized by
BIBB and UDE. Twenty-two stakeholders from the agricultural sector, experts of the National
and European sectors related to higher and vocational education and training were present.
The eCOTOOL project and its aims were presented. A discussion took place in order to find
out the way these aims could match the different German activities developing pathways,
tools and instruments for having a comparable educational system regarding the different
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countries in EU. Furthermore, there were presented the activities and responsibilities of the
National European Centre including the European instrument Europass. Finally, a discussion
about eCOTOOL took place and it was asked further information for the development of the
project.
2.2.3 Greece
In Greece, the consultation meeting was held in the Mediterranean Agronomic Institute of
Chania (MAICh) premises in July, 2010 with the participation of more than 50 stakeholders
related to agriculture, VET, policy and employment (Figure 1). Invited speakers from key
institutions such as the National Qualification Framework Committee, the National Europass
Centre, the National Organization for VET, the National Organization for VET in Agriculture
and the National Center for Vocational Orientation gave presentations to establish an overall
understanding of the current situation in the field. In the second part of the national
workshop, the participants completed questionnaires and finally a discussion on VET in
agriculture and improvement of the Europass Certificate Supplement took place.
Figure 1 National Workshop in Greece
2.2.4 Italy
In Italy, the eCOTOOL National Workshop was implemented in Rome on July, 2010 by ISFOL,
and particularly by the National Europass Centre for Italy, in collaboration with KION. ISFOL
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and KION are both partners in the eCOTOOL Consortium. Thirty-five stakeholders
participated in the event which was structured in two working sessions: a morning session
which focused on the analysis of the vocational needs and competences in the agricultural
sector, and an afternoon session which focused on the national learning supply and main
professional profiles of the agricultural sector. The first session consisted by representatives
of workers and employees organizations and funds for the implementation of vocational
training in agriculture. The second session was included representatives of the education and
VET sectors.
2.2.5 Slovenia
In Slovenia, the national workshop was implemented in Ljubljana (CAFS - KGZS) premises in
June, 2010 organized by the Chamber of Agriculture and Forestry of Slovenia. More than 20
stakeholders participated related to agriculture, VET and employment. Invited speakers from
the National Organization for VET in Agriculture and the National Center for Vocational
Orientation presented and explained the current situation of Europass CS, National
Qualification Framework (NQF) and European Qualification Framework (EQF).
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3. Outcomes of the National Workshops
3.1 Czech Republic
During the National workshop in Czech Republic it was revealed that most participants were
aware of the term competence and of EUROPASS. Also, interviewed stakeholders were well
informed about the EUROPASS Certificate Supplement, and stated that they use it in their
field, especially representatives from schools. On the contrary, participants were not
informed about the European Credit system for Vocation Education and Training (ECVET). An
exception was the academic stuff from universities who stated that they are familiar to
ECVET. However, universities are not included in EUROPASS but only secondary and higher
schools. Therefore, universities were interested neither in Certificate Supplement nor in
having EUROPASS logo on their degrees. Regarding the information provided in a CS, some
participants representing schools stated that CS is too general in headline.
Participants were also asked to express their opinion about the eCOTOOL project.
They communicated their understanding on the importance as well as the difficulty of the
project. Some of them were more pessimistic and stated that the project is too challenging.
On the other hand they perceived the need of effective unit for description of knowledge.
Currently, the agricultural sector in Czech Republic shows very little interest in having a
certificate supplement in agricultural professions. However, a positive trend was revealed
through a school survey expressing a gradual growing interest of students in EUROPASS
documents and CS in specific.
Regarding the VET topics which are not currently implemented and could be useful in
the future participants reflected the need for environmental agriculture and highlighted the
growing interest in organic agriculture and activities like agrotourism. All the participants
agreed that the eCOTOOL project can have a positive involvement on the harmonization of
EUROPASS CSs and on the improvement of the development, exchange, and maintenance of
vocational education and training (VET) certificates.
3.2 Germany
During the National Workshop in Germany a more generic approach of agriculture VET
requirements was realized. Regarding the policies that should be taken into consideration,
participants stated that other projects out of the Lifelong Learning Program which are
related to plans and objectives of eCOTOOL should be explored and partnerships should be
achieved. In the past the BIBB developed a competence model for training regulations
(training ordinances). Therefore, some of the ideas could be exploited for the development
of the eCOTOOL competence model. Regarding the compatibility of the eCOTOOL project
outcomes with the national CS that is already describing the qualification demanded in the
labour market it was discussed that as qualification in the agricultural sector according to the
market needs are already laid down in the occupational profiles the eCOTOOL project will
take into regard the ccupational profiles of the agricultural sector that are part of the
national Certificate Supplement. Some participants suggested that a harmonized
competence model that eCOTOOL aims at might be too complex and demanding through the
development process. Also, they suggested that we should try to make it understandable,
clear and user friendly.
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Regarding the information that is presented in the CS, and specifically in section 3, some
experts suggested that an order or a classification as a guideline for the distinction between
knowledge, skills and competences should be included. It was also mentioned that the terms
knowledge, skills and competences as well as the way they are related should be clarified
and comprehended. The opinion that the EQF only gives definitions but does not contain
guidelines for the composition between the three terms was also expressed.
When the competence standard was discussed participants pointed out the necessity for
clear definitions of the different terms, especially what has to be understood under the
terms “competence(s)”, “competence model”, “competence structure”. A competence
based curriculum or training regulation should be clearly defined, easy to handle and to
assess. A difficulty for the participants to understand the “double nature” of the eCOTOOLproject: the technical tool on the one hand and the qualification skills and competences on
the other hand was also noted. The participants expressed their interest to get more
detailed information on how the eCOTOOL-CS will look like and which target groups will be
able to use it. It will be helpful to demonstrate the tool when it is developed so that a more
accurate feedback can be obtained. During the national workshop it was noted that
participants did not have a clear understanding of the difference between competence and
skills though they agreed that there is a difference and that skill is a part of competence. The
opinion was that the definition depends on the different single use cases. It would be helpful
to start with a description and then the single cases could be evaluated. There was a
preference of German Qualification Framework (DQR) with competence as generic term
instead of the European Qualification Framework structure because according to the
participants opinion the DQR provides a better and more appropriate description.
3.3 Greece
Regarding the impact of Certificate Supplement on employment in agriculture,
participants agreed that CS will have a great influence. It was stated that it will positively
affect employment in terms of quality improvement of the provided services since in many
cases technicians without certified skills and competences offer services of doubtful quality.
Through the CS, clients will know what a technician is capable to do and what not.
Furthermore, through competition, trained technicians will be preferred and in long term
the qualification level of all the technicians will be increased. In specific, participants
suggested that greater influence is expected in the secondary sector since in the primary
sector employment is mainly based on experience and not in certified training and
education.
Regarding the description of a useful and functional electronic tool for CS storage and
search, participants asked for details regarding competences, experience and knowledge. In
addition, it was a common belief that a CS should include links to more details or background
for each provided information.
The participants evaluated the information provided in a
CS and focused at competences description, taught courses and experience of the CS holder.
They also showed interest in the level of the certificate according to EQF, an element that is
considered crucial for European manpower mobility. The VET topics that were considered as
priorities according to the questionnaires reflect the need for environmental friendly
agriculture and production of high quality and safe food. Priority topics such as organic
agriculture, integrated production, exploitation of natural substances in crop protection to
reduce pesticide application, waste management and food quality/safety assurance highlight
the orientation of the labor market towards sustainable food production systems.
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3.4 Italy
The National Workshop was mainly focused on the main aspects and requirements of agrofood and agro-industry because the participants mainly represented those sectors of
agriculture. During the workshop, a general overview and feedback of these two contexts
was achieved though some difficulties to explore in detail the whole agro-food and agroindustry chains, and also to go into depth of the specific topics related to the other
agricultural sectors were faced. During the event two main topics were discussed:
• VET requirements in terms of job profiles in relation to the current needs of the Labor
Market especially in the agricultural sector;
• Learning supply at the national level and responsibilities of VET providers.
Regarding the vocational needs and competences the need for specification in terms of
professional profile was expressed. For example, the necessity of more specific
qualifications, either for being able to face a more and more competitive market, or in
relation to the social changes and the new emerging trends the contemporary society is
based on. Particularly, and in terms of professional needs, the job profiles nowadays mostly
required in Italy are the more practical ones within the agricultural sector (tractor driver,
livestock sector), as well as those linked to the environmental protection and energy
resources (for example organic agriculture technician). In addition, other profiles particularly
requested by the labor market are those dealing with food safety, hygiene, quality control of
production processes, and also those professions horizontally linked to the agricultural
sector, such as marketing, product development, research, budget management, relation
with the public administration aimed at obtaining and managing the investment funds for
the development of agricultural enterprises. However, it was concluded that there is no
correspondence between these occupational requirements and learning supply through VET
opportunities. This fact is a consequence of the limited, and sometimes absent investment in
vocational training by the enterprises. Training for workers, in fact, is nowadays very much
affected by many factors, e.g. the fact that decisions are made by enterprises without
consultation with Trade Unions and the hesitation of enterprises to invest in training in an
unfavourable context derived from the economical crisis. Additionally, there is a preference
to investing in infrastructure and reluctance to invest in training for seasonal workers.
Participants mentioned that for some employee groups the union negotiation stated a
minimum of vocational training (e.g the agricultural contract counts 200 hours of training per
year), but other than that no internal training is foreseen for workers. Though a recent
national survey explains that for some specific sectors like the wine production, vocational
training is highly requested, though this requirement is not covered with adequate
contractual plans or internal training initiatives.
The difficulties in providing training opportunities are also due to the financial
availability of the enterprises and to the opportunities they have in recurring to external
funds. In fact, the funds provided by the private sector constitute a very common and
widespread instrument for giving application to the training plans of the enterprises.
Nevertheless, the distribution of the resources met difficulties in recent years. During the
discussion it was mentioned that in the last few years the need for a more rational
distribution of the resources emerged, i.e. to give priority to the small enterprises as to
satisfy their principal needs, and address the residual resources to other subjects. The
rationalization of the funding also refers to the typology of training to be financed: it should
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combine tradition and innovation, i.e. meeting the emerging market requirements by
providing new and competent figures without putting aside those more traditional which
great importance still have within the Italian agricultural sector.
Participants also discussed about the opportunity of giving the professional profiles
and the related skills and competences more transparency and better readability through
the Europass Certificate Supplement. Several opinions were expressed regarding the actual
usefulness of the instrument due to the traditional difference of the learning contexts they
come from: Education and VET. In fact, while within VET the certification of competences is
partly diffused as practice, within Education it does not exist at all: being Education not
particularly delimited, it is quite difficult to determine the contents of the certificates to be
declined in the ECS in terms of skills and competences achieved. In Education the national
regulation managed by the competent authority (the Ministry of Education, University and
Research) allows a standardisation of the learning supply and the titles issued at the end of
the paths are uniform and based on common national references.
However, as the learning profile of the learner does not emerge clearly from the final
certification, the description of skills and competence in section 3 of the ECS may not be
coherent with requirements of the national market. In VET, instead, this task is apparently
easier, though the lack of a National VET System is a concrete obstacle to the definition of
competence and to the real application of the ECS. In VET, in fact, where the learning supply
is more specific and defined, recurring to the ECS for describing the competences acquired is
easier. Yet, in relation to VET also, the use of the ECS is not a common practice. This is due to
the big gap between the provided learning supply and the real needs of the market; taking
that fact into consideration an ECS declined according to inputs (i.e. on the basis of the
competences acquired at the end of the learning course) has not a real application for being
sometimes not able to cover the existing and emerging market requirements. It emerged,
therefore, the need for a rationalization of the structure of the ECS: according to the
participants, the document should contain an additional section for describing the
competences acquired by the holder on the basis of the experiences made in different
contexts (outputs), the ECS would have a wider application and would be more
representative of the real market requirements. In conclusion, participants agreed that the
ECS is a valid and fundamental instrument for the valorization of the skills and competences
acquired.
3.5 Slovenia
The national workshop in Slovenia was an opportunity to bring together stakeholders from
agriculture education and VET sectors as well as labour market representatives. Participants
suggested that effective and uniform solutions for knowledge and skills recognition should
be found in the framework of our project. It was also stated that more attention should be
paid to the promotion of the National Reference Point for Occupational Qualifications (NRP)
system taking into consideration that the NRP system is not recognizable enough either
among employers or employees. It was suggested that a direct link should be formed
between the professional and the commercial branch and for this goal to be achieved there
is a need to include both branches in the decision-making process.
It was also considered as priority to give the opportunity of education to adults and
to those who were not able to finish their education. Also, the process efficiency in obtaining
the qualifications that will focus on the needs of the labour market should be improved.
Some of the participants suggested that there should be a
connection
between
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different qualification subsystems (educational and certification systems). The need for
improvement of the transparency of the qualifications for both individuals and
employers as well as for assurance of the recognition of knowledge, skills and competences
that are not included in the present programmes of the formal education and formation was
also highlighted during the National Workshop in Slovenia.
3.6 Overall outcomes in the 5 National Workshops
During the National Workshops eCOTOOL project partners had the chance to interact with
people from the agricultural sector, from education/VET and from policy. Through those
events, a common basis for discussion was established based on the presentations given by
experts. Furthermore, the objectives and the work plan of the eCOTOOL project were
presented to the participants and their feedback was encouraged and achieved.
Through the questionnaire and the discussion that followed, information on two
topics was gathered:
- Agriculture VET requirements, and
- Qualification Frameworks in national and European level and Europass.
3.6.1 Agricultural VET requirements
Regarding the Agriculture VET requirements, detailed information was collected by the
project partners. The VET topics that are demanded by the labor market are presented in
Tables 1-3 for Czech Republic, Greece and Italy.
Table 1 Agriculture VET topics that are considered as priorities in Czech Republic.
VET topics that are required Priority regarding national or Priority regarding European
and
not
currently local job market
mobility
implemented
(In order of priority)
(In order of priority)
(In order of priority)
Organic Agriculture
Food quality
Wine production
Post-harvest handling
Food safety
Enviromental protection
Waste-management
Organic Agriculture
Agro-tourism
Food quality, Food safety
Agro-tourism
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Table 2 List of professional profiles and competences mostly required in Italy by the Agricultural
sector and list of agricultural sectors requiring wider learning supply by national VET providers
and/or by national Institutions.
Professional profiles mostly required in
terms of labour market
Conventional Agriculture:
• Tractor driver
• Machinery
• Livestock sector
Production:
• Organic Agriculture
• Product development
Environmental protection:
• Safeguard and use of energy
resources
Food:
• Quality control of production
processes
• Safety assurance
• Hygene
Marketing:
• Local market
• International markets (exports)
• Cooperatives
Research
Resources management
Relation with PA (for investment funds)
Sectors currently needing wider learning
supply (data from the Presentations slides)
Marketing
Resources management
PA relations for investment funds for the
development of agricultural enterprises
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Table 3 Agriculture VET topics that are considered as priorities in Greece.
VET topics that are required Priority regarding national or Priority regarding European
and
not
currently local job market
mobility
implemented
(In order of priority)
(In order of priority)
(In order of priority)
Biodynamic agriculture
Biological pathogen control
Food quality/safety
assurance
Food safety (residues, toxins,
additives etc.)
Organic Agriculture
Use of natural pest enemies
in plant protection
Use of natural pest/fungiEnvironmental protection
cides
through waste management
Integrated Pest Management Bee keeping and honey
production
Environmental protection
Alternative crops
through waste management
Open field crops
Composting in waste
management
Greenhouse agriculture
Soil fertilization
Alternative crops
Saffron
Mushrooms (Truffle)
Aromatic and medicinal
plants
Storage – post harvest
handling
Packaging– post harvest
handling
Composting in waste
management
Soil fertilization
Food safety (residues, toxins,
additives etc.)
Food quality/safety
assurance
International market / esales
Food Nutritional Value
(Vitamins, fat, antioxidants
etc.)
Organic animal production
Hydroponics
Integrated Production
Milk processing & cheese
making
Water quality for irrigation
Use of natural pest enemies
in plant protection
Aromatic and medicinal
plants
Greenhouse agriculture
Environmental protection
through waste management
Alternative crops
Food safety (residues,
toxins, additives etc.)
Food quality/safety
assurance
Organic Agriculture
Aromatic and medicinal
plants
International market / esales
Outdoor activities in
agritourism
Composting in waste
management
Hydroponics
Mushrooms (Truffle)
Bee keeping and honey
production
Wine making
Integrated Production
Saffron
Lab analysis in food quality
Use of natural pest enemies
in plant protection
Use of natural pest/fungicides
Soil fertilization
Irrigation
Organic animal production
In Czech Republic, the VET topics which are not currently implemented and for which
there could be a demand in the future, reflect the need for environmental agriculture and
growing interest in organic agriculture and activities like agro tourism.
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In Greece, the VET topics that were considered as priorities according to the
questionnaires reflect the need for environmental friendly agriculture and production of high
quality and safe food. Priority topics such as organic agriculture, integrated production,
exploitation of natural substances in crop protection to reduce pesticide application, waste
management and food quality/safety assurance highlight the orientation of the labor market
towards sustainable food production systems.
In Italy, professional profiles mostly required by the Market need modern, wider and
less traditional skills and competences. Opening to international markets, as well as new
requirements in agriculture, necessarily require an update of skills and competences; this
way worker-labour market will match, with positive effects both in terms of productivity of
the agricultural sector in general, and in terms of wider professional mobility.
In Germany and Slovenia, participation of stakeholders from agricultural sector was
not sufficient to produce a representative list of VET topics that are required by the labor
market.
An interesting point that was revealed through the National Workshops was that the
investments of enterprises on Vocational Education & Training are limited or absent. That
finding is nowadays more intense as affected by the global economic crisis. Furthermore, the
fact that seasonal workers are often employed discourages companies to implement
trainings since those people may not serve the company for long. However, modern
agriculture requires well-trained personnel to be effective and cost-efficient.
Through the mapping of agriculture VET needs in the partner countries and their
classification in order of importance/priority there is a chance for rationalization and fine
tuning of the interaction of the stakeholders –education institutions, companies, labor force,
policy makers. This way the investments on agriculture VET will be directed towards the
actual market needs and employment rates as well as labor efficiency will be improved.
3.6.2 Qualification Frameworks in National and European level and Europass
Apart from VET topics related to innovation and modern agricultural activities emphasis was
also given to traditional practices and environmental protection.
The discussion during the National Workshops was also about the competences tools that
will be produced by eCOTOOL as well as the overall plan for harmonization of the National
Qualification Frameworks with the European QF. Indicative results about the public
awareness about Europass are presented in Figs 2-8.
Most of the participants in the National Workshops were familiar with professional
qualifications and competences. They were also informed about vocational education and
training. The marginal majority knew about the European Qualification Framework.
However, for the European Credit System for Vocational Education and Training only one
third was aware of the Greek participants while the Czech knew little about it. The
participants were split regarding their awareness on Europass while even less people knew
about the Europass Certificate Supplement in Greece (Fig.2-4).
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15
10
Maybe
5
No
YES
0
Greece
Czech Republic
Figure 2 Participants familiarity with Vocational education & training.
10
8
6
4
Maybe
2
No
YES
0
Greece
Czech Republic
Figure 3 Participants familiarity with the European Qualification Framework.
12
10
8
6
4
Maybe
NO
2
YES
0
Greece
Czech Republic
Figure 4 Participants familiarity with the Europass.
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Most of the participants in Greece considered that the application and usage of Europass CS
is limited in contrast with Czech who stated familiar with the usage of Europass CS (Fig. 5).
These results highlight the importance of eCOTOOL and its objectives.
A. Europass CS application
B. Europass CS usage
14
12
10
8
6
4
2
0
1
Greece
2
3
4
5
Czech Republic
Figure 5 Participants description of application and usage of the Europass CS.
(1=very low, 5=very high)
The Greek participants assessed that the most important information included in a CS is
competencies, level of certificate (national and international) and subjects are taught. The
Czech assessed as most important the title in national language, officially recognised ways of
acquiring the certificate and duration of optional practical training (Fig. 6).
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Greece
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Czech Republic
Figure 6 Participants assessment for the level of importance of the information included in
Europass CS.
Information included in a CS:
1. Title in national language,
2. Title in English,
3. Competences,
4. Range of occupations accessible to the holder of the certificate,
5. Name and status of the body awarding the certificate,
6.
Name
and
status
of
the
national/regional
authority
accreditation/recognition of the certificate,
7. Level of the certificate (national and international),
8. Access to next level of education / training
9. Grading scale / Pass requirements
10. International agreements
11. Legal basis
12. Officially recognised ways of acquiring the certificate
13. Entry Requirements
14. Duration of Optional Practical Training
15. Subjects Taught
16. National Reference Point
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Regarding the content and the structure of the CS it was emphasized that section 3 is the
core of the document providing information on learning outcomes of the training and
describing competences, knowledge and experience of the person. It was concluded that the
contents of section 3 should be mentioned in order of importance. There was also a clear
demand for access to further information to be provided through links placed on the CS and
leading to other sources, legislation or databases (Fig. 7-8).
Figure 7 Participants assessment to the level of importance of the information included in the
section 3 “PROFILE OF SKILLS AND COMPETENCES” of the Europass CS.
Results from the National workshop in Greece.
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Figure 8 Participants description of what features would they like the section 3 “PROFILE OF SKILLS
AND COMPETENCES” of the Europass CS to have.
Results from the National workshop in Greece.
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4. Conclusion
A conclusion that was reached during the National Workshops was that it is very important
that eCOTOOL produces a competence model that will be understandable and not too
complex. The German qualification framework could provide some input concerning the
definition of the terms and the competence model which was developed by the BIBB could
also be useful.
Despite the difficulties that have been recognized, it was agreed that Europass Certificate
Supplement (ECS) is an important tool for the description of competences especially for
supporting mobility of the labor force. The need for more work towards dissemination and
facilitation of Europass usage was also recognized. Furthermore, the ECS was recognized as a
valid and fundamental instrument for the valorization of the acquired skills and
competences, as well as for supporting the mobility of European citizens.
Regarding the perspective for wider usage of the ECS it was concluded that there is a positive
trend in the agricultural business sector but not in local private market for technicians since
in the latter case people rely on personal experience rather than on certificates and degrees.
The need for an effective and uniform tool for the description of knowledge and skills was
recognized. It was also stated that involvement of the commercial branch in the decision
making process in VET would result in a better offer/demand balance in the labor market. A
common conclusion was that transparency in VET and mobility of the labor force is
enhanced through the current effort.
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5. ANNEX 1. Questionnaire on VET requirements of the
agricultural sector
1. Could you describe the approval procedure of Certificate Supplements in your
country?
2. Could you recommend some of the features a tool should have to facilitate the
development of new Certificate Supplements?
3. How should the section3 of Certificate Supplement be structured in a way to support
retreival of information?
4. What kind of information would you like to see in section 3 of Certificate
Supplement?
5. Are there (national) rules for completing the Europass CS? If yes: Which ones?
6. Which responsibilities exist for completing the Europass CS in your country?
7. What are the processes for completing the Europass CS in your country?
8. Which stakeholders are involved during completion of the Europass CS in your
country?
9. Where are all the Europass CS stored in your country?
10. Who are the end users that are building / mapping Europass CSs in your country?
11. How are the end users building / mapping Europass CSs in your country?
12. Please add questions you intent to ask during the National Workshop
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13. Agriculture requirements in VET topics
The objective of this table is to research the agricultural VET requirements in your country.
In the 6 main branches of the agricultural sector some indicative training topics are
presented.
Please report the existence of such VETs in your country and evaluate the necessity of
establishing one if not presently active.
Additionally, feel free to add non reported topics that would make a contribution to VET in
agricultural sector.
Finally, please mark the priority of the reported VET topics in scale: 1=top priority,
2=intermediate, 3=less significant.
Exists (Y/N)
In case you
can collect
information
by directly
contacting
competent
authorities
you could
omit this
column in
the
National
workshop
1.
PRODUCTION
SYSTEMS
1.1
Conventional
Agriculture
Integrated
Production
Organic
Agriculture
Other
(e.g.
Biodynamic)
Please specify:
1.2
1.3
1.4
2.
Required
(Y/N)
This
question
refers to
nonexisting
VETs
Priority
1=top priority 2=intermediate
3=less significant
In
In terms of In terms of
terms geographical access
to
of
mobility
father’s studies
labour
market
PLANT
PRODUCTION
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2.1
Propagation
2.1.1
2.1.2
2.1.3
2.1.4
Seed
production
Tissue culture
Cuttings
Grafting
2.1.5
Please add:
2.2
Production
2.2.1
Open
field
crops
Greenhouse
Alternative
crops
Saffron
Mushrooms
(Truffle)
Aromatic and
medicinal
plants
Energy crops
2.2.2
2.2.3
2.2.3.1
2.2.3.2
2.2.3.3
2.2.3.4
2.2.4
Gardening and
landscape
architecture
2.2.5
Please add:
2.3
Plant
protection
2.3.1
2.3.1.1
2.3.1.2
2.3.2
Agrochemicals
Sales
Application
Biological
control
2.3.2.1 Natural
pest
enemies
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2.3.3.2 Natural
pest/fungi-cides
2.3.4
IPM
2.3.5
Please add:
2.4
Post-harvest
handling
2.4.1
2.4.2
Storage
Packaging
2.4.3
Please add:
2.5
Waste
management
2.5.1
2.5.2
Environmental
protection
Compost
2.5.3
Please add:
3.
HYDRAULICS,
SOIL
MANAGEMENT,
MACHINERY
3.1
3.1.1
3.1.2
3.1.3
Water
Water
management
construction
(drilling, dams,
wells etc.)
Irrigation
Water quality
3.2
3.2.1
3.2.2
Soil
Tillage
Fertilization
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3.3
3.3.1
3.3.2
Machinery
Usage
Maintenance
3.4
Please add:
4.
ANIMAL
PRODUCTION
4.1
4.2
4.9
Breeder
Reproduction
(insemination)
Organic animal
production
Cow
Poultry
Goat/sheep
Rabbit
Bee
keeping
and
honey
production
Sericulture
4.10
Please add:
5
FOOD
5.1
5.1.1
5.1.2
5.1.3
5.1.4
5.1.5
5.1.6
5.1.7
Processing
Juices
Oil
Bread, pasta
Wine making
Milk processing
&
cheese
making
Distillery
Deli meats
5.2
5.2.1
Delicacies
Food/wine
4.3
4.4
4.5
4.6
4.7
4.8
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tasting
5.3
5.3.1
Quality
Nutritional
Value (Vitamins,
fat, antioxidants
etc.)
5.3.2
Safety
(residues,
toxins, additives
etc.)
5.3.2.1 Lab analysis
5.3.2.2 Quality/safety
assurance
5.4
Fresh
(unprocessed)
food
5.5
Please add:
6
AGRICULTURAL
ECONOMY
6.1
6.1.1
Agri-tourism
Outdoor
activities
Resources
management
6.1.2
6.2
6.2.1
6.2.2
6.2.3
6.2.4
Marketing
Local market
International
market / e-sales
Cooperatives
SMEs
6.3
Rural income &
investment
consulting
6.4
6.4.1
Supply
Constant fresh
food supply
Large
scale
(super markets)
6.4.2
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6.4.3
Retail
6.5
Please add:
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6. ANNEX 2. Dissemination actions to promote eCOTOOL
project and National Workshops
Poster for the National Workshop
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Announcement for the National Workshop in the local newspaper “Neos Kirikas”
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Report on the outcomes of the National Workshop in the local newspaper “Neos Kirikas”
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Report on the outcomes of the National Workshop in the local TV channel “KYDON”
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7. ANNEX 3. Presentations given during the National
Workshops
7.1 Czech Republic
Speeches were given.
7.2 Germany
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7.3 Greece
Presentation on “Lifelong Learning Program projects in MAICh” by Dr I. Livieratos, MAICh.
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Presentation on “Current situation in Greece regarding the European Qualification
Framework” by Mrs A. Leonardou, Ministry of Education, Lifelong Learning and Religious
Affairs.
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Presentation on “Vocational Education and Training” by Mrs I. Labiri, Organization for
Vocational Education and Training.
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Presentation on “The EUROPASS Action” by Mrs I. Mastrokosta, Organization for Vocational
Education and Training – Greek Europass Center.
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eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 66 of 85
Harmonization of Europass CS, EQF & Competence Models in Europe
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 67 of 85
Harmonization of Europass CS, EQF & Competence Models in Europe
Presentation on “Vocational Education and Training in Agriculture” by Mrs S. Hatzigeorgiou,
Organization of Agricultural Vocational Education & Training and Employment.
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 68 of 85
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eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 69 of 85
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eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 70 of 85
Harmonization of Europass CS, EQF & Competence Models in Europe
Presentation on “The eCOTOOL project; harmonization of NQF with the EQF” by Dr G.
Koubouris, MAICh.
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 71 of 85
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eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
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7.4 Italy
1) PRESENTATION BY MR SALVATORE BASILE – AIAB (ASSOCIAZIONE ITALIANA AGRICOLTURA
BIOLOGICA)
1)
2)
• Indagini fabbisogni formativi
• Elaborazione modelli formativi validati a livello europeo
• Corsi per agricoltori, consumatori, tecnici, amministratori
• Certificazione competenze
FABBISOGNI PROFESIONALI E
COMPETENZE NEL SETTORE
AGRICOLO ED AGROALIMENTARE
www.cefab.net
AIAB opera da oltre 20
anni per la diffusione di
un modello sostenibile
di gestione delle aree
rurali. Gestisce il
CEFAB-Centro di
Formazione per
l’Agricoltura Biologica.
RISULTATI QUESTIONARI DI INDAGINE
(520)
it.ecologica.net
Biocert/AIAB, 2010
BIOCERT è un Centro di
Competenza Europeo
per l’Agricoltura
biologica, collegato ad
AIAB, che opera da oltre
15 anni nello sviluppo di
modelli formativi
innovativi.
3)
4)
A z iende/R apporti di
lavoro
S ettore attività
intervis tati
5)
6)
P roduz ione - F ormaz ione del
pers onale
Numero di dipendenti
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 73 of 85
Harmonization of Europass CS, EQF & Competence Models in Europe
7)
8)
Numero collaboratori
P roduz ione - B is og ni
P rofes s ionali
9)
Contatto
Salvatore BASILE
[email protected]
[email protected]
Mobile: +39 3315937200
Skype: salvabiologico
2) PRESENTATION BY MS FEDERICA SCOTTO DI TELLA – FEDERALIMENTARE
1)
2)
I fabbisogni professionali,
competenze ed offerta formativa
nel settore dell’
dell’industria
alimentare
Federica Scotto di Tella
Responsabile Formazione & Trasferimento Tecnologico- Federalimentare
Roma, 6 luglio 2010
Centro Congressi Cavour
L’INDUSTRIA ALIMENTARE IN
ITALIA (DATI 2009)
FATTURATO
120 Mld € di fatturato
Secondo posto dopo il settore
metalmeccanico (13%).
N. ADDETTI
400.000
N. AZIENDE
32.300 DI CUI
6.400 imprese > 9 dipendenti.
2.600 imprese > 19 dipendenti.
EXPORT
20 Mld di €
L’80% dell’export alimentare
italiano è rappresentato da prodotti
industriali di marca.
IMPORT
16 Mld €
ATTIVO COMMERCIALE
4 Mld €
Fonte: Dati e stime Federalimentare ( 2009)
3)
Roma, 6 luglio 2010
4)
INDUSTRIA ALIMENTARE ITALIANA:
FATTURATO PER TIPOLOGIA DI PRODOTTO
INCIDENZE EXPORT REGIONALE
SUL FATTURATO (2009)
45,0
40,0
35,0
30,0
25,0
20,0
15,0
10,0
5,0
Pi
e
Va mo
lle nt
d'A e
Lo os
ta
m
ba
rd
ia
Li
Fr
gu
iu
ri
li
Ve Ve a
ne ne
Tr
en zia to
G
tin
iu
o
lia
Em A
ili . Ad
a
ig
R
om e
ag
na
To
sc
an
a
Um
br
ia
M
ar
ch
e
La
z
A io
br
uz
zo
M
o
C lis
am e
pa
nia
Pu
B glia
as
ilic
at
C
a
ala
br
ia
Si
ci
Sa lia
rd
To eg
ta na
le
Ita
lia
0,0
Roma, 6 luglio 2010
Fonte: elaborazione dati Federalimentare
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
Roma, 6 luglio 2010
page 74 of 85
Harmonization of Europass CS, EQF & Competence Models in Europe
5)
6)
LE PRINCIPALI VOCI DI
SPESA 2010
9,0
8,0
7,0
6,0
5,0
4,0
3,0
2,0
1,0
0,0
-1,0
Alimentari e bevande
17%
Altri beni eservizi
11%
Servizi ricettivi e
ristorazione
11%
Istruzione, ricreazione
spettacolo e cultura
7%
Comunicazioni
3%
Abbigliamento e
calzature9%
SpeseAbitazione
Trasporti
15%
Spese per la salute
8%
Indici ponderati dei prezzi delle merci
aventi mercato internazionale ( 20082008- 2009)
Tot.
alimentari
Bevande
Cereali
Frumento
tenero
Riso
Grassi
Burro
Cacao
Caffè
Zucchero
Mobili, articoli eservizi
per la casa
9%
Fonte: elaborazione dati Federalimentare
Roma, 6 luglio 2010
7)
Fonte: elaborazione dati Federalimentare
Roma, 6 luglio 2010
8)
L’INDUSTRIA ALIMENTARE
ITALIANA: PUNTI DI FORZA
ampia offerta di prodotti di alta qualità;
prodotti DOP al “top” dei mercati internazionali;
legami col territorio e col patrimonio
culturale del Paese;
alti standard di sicurezza;
capacità di unire tradizione e
innovazione costante di processo e di
prodotto;
settore con doti anticicliche e
calmieratrici.
L’INDUSTRIA ALIMENTARE
ITALIANA E LE SUE CRITICITA’
CRITICITA’
settore polverizzato;
innovazione insufficiente (soprattutto tra le PMI);
logistica che risente sfavorevolmente degli alti costi (servizi,
energia, rete infrastrutturale);
crescita lenta dell’export vs Paesi concorrenti europei come la
Germania e la Francia;
contraffazione e imitazione, soprattutto verso i mercati ricchi ed
esigenti - stimati 52 Mld €;
assenza di catene distributive italiane nel mondo.
Roma, 6 luglio 2010
9)
Roma, 6 luglio 2010
10)
PUNTI DI DEBOLEZZA
•
Scarsa capitalizzazione
•
Culture imprenditoriali convenzionali
•
Tassi di innovazione modesti
•
Capacità di esportazione ridotta
•
Costi unitari elevati
•
Mancanza/ limiti all’accesso alle informazioni
•
Barriere legali
•
Limiti nella gestione temporale delle attività
LA SFIDA DELLA
COMPETITIVITA’
“PICCOLO E' BELLO”
deve accompagnarsi con
“SE DINAMICO E
AGGREGATO!”
Roma, 6 luglio 2010
Roma, 6 luglio 2010
11)
Carni
12)
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 75 of 85
Harmonization of Europass CS, EQF & Competence Models in Europe
LA STRUTTURA
Presidente: Gian Domenico Auricchio
Presidente neo eletto: Filippo Ferrua
Vicepresidenti
Rappresenta e tutela l’Industria Alimentare in Italia, secondo
comparto manifatturiero del nostro Paese, dopo il
metalmeccanico.
Raggruppa 20 Associazioni di Categoria dell’Industria Alimentare
e aderisce a Confindustria.
Aderisce alla CIAA - Confederazione Europea delle Industrie
Agroalimentari - Bruxelles.
Partecipa a Federalimentare Servizi S.r.l. (100%),
Alimentaria/Siter (10%), SPES - ricerca (20%), Alifond - sindacale
(50%), Cibus Parma - (50%), Alma – Parma Scuola di Cucina
(5%), Tecnoalimenti (5%).
Alessandro Ambrosoli (Aiipa)
Aiipa)
Piero Mastroberardino (Federvini)
Federvini)
Umberto Rondani (Aidi)
Aidi)
Bruno Veronesi (Una)
Consiglieri incaricati
Leonardo Colavita (Assitol)
Assitol)
Silvio Ferrari (Assalzoo)
Assalzoo)
Massimo Menna (Unipi
(Unipi))
Annibale Pancrazio (Anicav
(Anicav))
Luigi Scordamaglia (Assocarni)
Assocarni)
Delegati
Piero Perron (Assobirra)
Assobirra)
Francesco Pizzagalli (Assica)
Assica)
Direttore Daniele Rossi
Roma, 6 luglio 2010
Roma, 6 luglio 2010
13)
14)
ANALISI DELLE FIGURE PROFESSIONALI E
DEI PROFILI NECESSARI ALL’
ALL’ INDUSTRIA
ALIMENTARE
IL SISTEMA ASSOCIATIVO
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
AIDI Associazione Industrie Dolciarie
Italiane
AIIPA Associazione Italiana Industrie
Prodotti Alimentari
ANCIT
Associazione
Nazionale
Conservieri Ittici e delle tonnare
ANICAV
Associazione
Nazionale
Industriali
Conserve
Alimentari
vegetali
ASSALZOO Associazione Nazionale tra
i Produttori di Alimenti zootecnici
ASSICA Associazione Industriali delle
Carni
ASSITOL
Associazione
Italiana
dell'Industria Olearia
ASSOBIBE Associazione Italiana tra gli
Industriali delle Bevande Analcooliche
ASSOBIRRA
Associazione
degli
Industriali della Birra e del Malto
ASSOCARNI Associazione Nazionale
Industria e Commercio Carni e
bestiame
12.
13.
14.
15.
16.
17.
18.
ASSODISTIL Associazione Nazionale
Industriali Distillatori di Alcoli e di
Acquaviti
ASSOLATTE
Associazione Italiana
LattieroLattiero-Casearia
FEDERVINI
Federazione
Italiana
Industriali Produttori, Esportatori e
Importatori di Vini, Acquaviti, Liquori,
Sciroppi, Aceti ed Affini
ITALMOPA Associazione Industriali
Mugnai d'Italia
MINERACQUA
A Federazione Italiana
delle Industrie delle Acque Minerali
Naturali, delle Acque di Sorgente e
delle Bevande Analcooliche
UNA Unione Nazionale dell'Avicoltura
UNIONZUCCHERO Unione Nazionale
fra gli Industriali dello Zucchero
UNIPI
Unione
Industriali
Pastai
Italiani
ED IN AGGREGAZIONE
AIRI Associazione Industrie Risiere
FEDERPESCA Federazione Nazionale Imprese
di Pesca
Le Piattaforme Nazionali “Food for Life” hanno raccolto il
punto di vista delle PMI e delle grandi aziende sulle
caratteristiche dei diversi livelli dell’organigramma
(giovani laureati, tecnici e lavoratori con esperienza) per
future assunzioni.
Sono state compilate diversi tipi di moduli, uno per ogni
tipo di livello.
NTPs hanno inoltre dato un valore per ogni competenza
(5. Molto importante 4. Importante 3. Moderatamente
importante 2. Potrebbe essere utile 1. Non importante).
Roma, 6 luglio 2010
Roma, 6 luglio 2010
15)
16)
LE NECESSITA’
NECESSITA’ DELLE PMI
Indagine della Piattaforma “Food 4 Life”
Life”
LE NECESSITA’
NECESSITA’ DELLE PMI
Indagine della Piattaforma “Food 4 Life”
Life”
TECHNICIANS SMEs
GRADUATES - SMEs
AUSTRIA BELGIUM BELGIUM CZECH
F.
W.
REP.
TECHNICAL SKILLS
DIRECTLY RELATED
TO FOOD
PROCESSING, FOOD
SCIENCE
TECHNICAL SKILLS
FOR OTHER FIELDS
PRACTICAL SKILLS
AND EXPERTISE
MANAGERIAL &
BUSINESS SKILLS
MARKETING &
COMMERCIAL SKILLS
ITC SKILLS, OFFICE
MANAGEMENT
OTHER SKILLS LIKE
LEGAL
LANGUAGE SKILLS
FRANCE GERMANY HUNGARY ICELAND ITALY
NORWAY POLAND ROMANIA RUSSIA SWITZER TOT.
LAND
5
5
4
4
5
5
5
5
3
4
5
3
5
5
4
4
4
4
3,5
3,5
5
3
3
5
4
3
3
3
4
2
3
5
3,5
4
3
4
3
4
3
3
3
3
5
2
4
5
4
2
4
4
3
5
3
3
3
2
4
3,5
5
4,5
4
4,5
3
5
5
5
4
4
4
4
4
4
3
4
4
4
4
4
4
4
3,5
4
3
2
4
2
2
2
2
2
2
4
3
5
4
4
4
5
4
5
5
3
3
3
3
4
5
5
5
4
3
4
5
3
4
4
3
3
3
4
TECHNICAL SKILLS
DIRECTLY RELATED
TO FOOD
PROCESSING, FOOD
SCIENCE
TECHNICAL SKILLS
FOR OTHER FIELDS
PRACTICAL SKILLS
AND EXPERTISE
MANAGERIAL &
BUSINESS SKILLS
MARKETING &
COMMERCIAL SKILLS
ITC SKILLS, OFFICE
MANAGEMENT
OTHER SKILLS LIKE
LEGAL
LANGUAGE SKILLS
Roma, 6 luglio 2010
17)
FRANCE GERMANY HUNGARY ITALY
POLAND ROMANIA RUSSIA
SWITZER TOT.
LAND
5
5
4
5
5
5
3,5
5
5
5
5
3
5
2,5
2,5
4
5
2,5
3
5
3
4
3
2
4
2
5
2
2
3
2
3
3
4
3
3
3
3
5
2
5
3
2
3
1
1
4
4
2
2
2
3
2
2
5
4
3,5
4,5
2,5
3,5
3
4
2
2
2
2
3
1
3
5
3
5
5
5
5
1
3
4
3
1
4
4
3
2
3
3
3
1
3
3
2
2Roma,26 luglio4 2010 4
3
5
3
3
3
2
3
5
5
18)
LE NECESSITA’
NECESSITA’ DELLE PMI
Indagine della Piattaforma “Food 4 Life”
Life”
SKILLED WORKERS SMEs
TECHNICAL SKILLS
DIRECTLY RELATED
TO FOOD
PROCESSING, FOOD
SCIENCE
TECHNICAL SKILLS
FOR OTHER FIELDS
PRACTICAL SKILLS
AND EXPERTISE
MANAGERIAL &
BUSINESS SKILLS
MARKETING &
COMMERCIAL SKILLS
ITC SKILLS, OFFICE
MANAGEMENT
OTHER SKILLS LIKE
LEGAL
LANGUAGE SKILLS
AUSTRIA BELGIUM BELGIUM CZECH
F.
W.
REP.
FEDERALIMENTARE E LA
FORMAZIONE (1)
AUSTRIA BELGIUM BELGIUM CZECH
F.
W.
REP.
FRANCE GERMANY HUNGARY ICELAND ITALY
NORWAY POLAND ROMANIA RUSSIA SWITZER TOT.
LAND
5
4
4
4
5
4
3,5
5
5
4,5
5
4
5
5
4
3
3
2
4
3
3
3
3
5
3
5
5
4
5
5
2
3
1
3
4
2
1
3
3
2
2
1
3
5
2
2
2
3
3,5
2
2
3
5
3,5
2
2
2
3
1
1
3
5
1
2
2
2
2
3
2
4
3
2
4
3
3
2
5
1
1
2
1
2
2
5
2
2
2
2
2
5
5
5
4
4
4
5
2
5
3
3
2
1
1
2
1
2
5
3
4
3
2
3
2
3
5
2
2
3
2
4
Federalimentare si è sempre posta il
quesito di come incontrare le richieste in
termini di formazione delle PMI italiane
Sviluppo di programmi Europei
SMES NET (“SME’s Networking European Food
Quality and Safety Stakeholders”– contract number
515040), VI PQ
INDAGINE SULLE NECESSITA’
NECESSITA’ DELLE PMI
Roma, 6 luglio 2010
19)
20)
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 76 of 85
Harmonization of Europass CS, EQF & Competence Models in Europe
FEDERALIMENTARE E LA
FORMAZIONE (2)
Truefood (“Traditional United Europe
Food” contract number FOOD- CT2006- 016264), progetto integrato
europeo, VI PQ
SULLA SCORTA DI UN
APPROFONDIMENTO DEI RISULTATI
DEL PROGETTO SMES NET “
Realizzazione di piani formativi ad hoc per le PMI
italiane
INZIO
DELL’
DELL’AVVENTURA…
AVVENTURA…
NEL 2008 FEDERALIMENTARE FIRMA IL
PRIMO ACCORDO SINDACALE QUALE
STRUMENTO PROPEDEUTICO DEL PIANO
FORMATIVO SETTORIALE ALIMENFORM
DI CUI OGGI CONCLUDIAMO LA
SECONDA EDIZIONE
Ma non solo…anche i progetti TRACEBACK, ICARE, ENFI,
BASEFOOD, FRISBEE….
21)
22)
I Piani Formativi Alimenform
I capofila: CISITA & CONSORZIO CONSVIP
ALIMENFORM
GRAZIE
Aziende coinvolte: 60
Numero partecipanti: 780
Ore di corso svolte: 4.950
PER
L’ATTENZIONE
ALIMENFORM 2- ALIMENFORM NORD & ALIMENFORM CENTRO SUD ED ISOLE
Aziende coinvolte: 86
Numero partecipanti: 1.784
Ore di corso svolte: 8.600
3) PRESENTATION BY MR SIMONE RAVAIOLI (KION)
1)
2)
Modello Informativo
eC OT OOL
S imone R avaioli
K IO N S pA
3)
4)
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 77 of 85
Harmonization of Europass CS, EQF & Competence Models in Europe
E uropass C S T echnical T ools
E uropas s C S T echnical T ools
• Modello informativo
• Modello informativo
– Descrizione strutturata delle informazioni del
CS
– D es criz ione strutturata delle informaz ioni del
CS
• P rototipo ssoftware
oftware webed per:
web-bas
based
• P rototipo s oftware webweb-bas ed per:
– C O MP IL AR E
– R IC E R C AR E
– AR C HIVIAR E
E uropas s C S nel settore agricolo
eC O TO OL National Works hop
R oma, 6 L uglio 2010
– C O MP IL AR E
– R IC E R C AR E
– AR C HIVIAR E
E uropas s C S nel settore agricolo
S imone R avaioli, K IO N S pA
[email protected]
5)
eC OT O OL National Works hop
R oma, 6 L uglio 2010
6)
T ool:
IVIAR E
ool: AR C H
HIVIAR
• Importare C S già
già es is tenti
T ool:
ool: R IC E R C AR E
• R icerca parametrica dell’
dell’archivio C S
– Non omogenei
– P rofili competenz e non s trutturati (tes to libero)
– P er titolo: O rganic Agriculture T echnician
– P er competenz e acquisite: Analyzes s oil
compos ition
– P er tipo di lavoro: O rganic producers
– P er ente di formaz ione: R egione E milia
R omagna
– P er livello del certificato: E Q F 2
–…
• Archiviare NUO V
VII C S
– C ompilati con la funzionalità as s is tita,
– S econdo le linee guida E uropas s .
eC OT O OL National Works hop
R oma, 6 L uglio 2010
S imone R avaioli, K IO N S pA
s ravaioli@ kion.it
7)
eC O T O OL National Workshop
R oma, 6 L uglio 2010
S imone R avaioli, K IO N S pA
s ravaioli@ kion.it
8)
C AS I D ’US O
UT E NT I
1. E nti di formaz ione: MAIC
MA IC h
2. E nti is tituz ionali (NE
(NE C s , Minis teri, C E )
3. As s ociaz ioni di categoria (agricoltura,
cibo, turis mo) e P arti S ociali
(lavoratori/az iende)
4. Agenz ie di collocamento (private e
pubbliche)
5. “L earners ”
6. Datori
D atori di lavoro
eC O T O O L Na tional Works hop
R oma , 6 L uglio 2010
9)
S imone R avaioli, K IO N S pA
[email protected]
S imone R avaioli, K IO N S pA
s ra vaioli@ kion.it
• E nti di formazione
– C ompilare
– R icercare
• NE C s
– S upporto utenti, H elp D es k, formaz ionie
– A rchiviare
– R icercare
• L earners
– R icercare (offerte di formaz ione)
– A ggiungere al proprio “e.portfolio” (s cenario
futuro)
eC O T O O L National Works hop
R oma, 6 L uglio 2010
S imone R avaioli, K IO N S pA
s ravaioli@ kion.it
10)
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 78 of 85
Harmonization of Europass CS, EQF & Competence Models in Europe
C AS I D ’US O
• Agenz
A genz ie di collocamento
– Integrare informaz ione a annunci (s cenario
futuro)
• D atori di lavoro
– R icercare
• As
A s s ociaz ioni e P arti S ociali
– R icercare (per valutare offerta e ottenere
informaz ioni di s upporto alle politiche
formative e s ociali)
eC O T O O L Na tional Works hop
R oma , 6 L uglio 2010
S imone R avaioli
S imone R avaioli, K IO N S pA
s ra vaioli@ kion.it
eCOTOOL – D3.2 ◦ Report on Agriculture VET Requirements ◦ Final Version
page 79 of 85
Harmonization of Europass CS, EQF & Competence Models in Europe
4) PRESENTATION BY MR FRANCESCO AGOSTINO – FON.COOP. (FONDO PARITETICO
INTERPROFESSIONALE NAZIONALE PER LA FORMAZIONE CONTINUA NELLE IMPRESE COOPERATIVE)
1)
2)
FON.COOP – Chi può aderire
FON.COOP
Il Fondo della Formazione
delle Imprese Cooperative
Roma, 6 luglio 2010
Possono aderire tutte le cooperative italiane,
anche quelle non iscritte alle tre centrali.
In ogni caso possono scegliere Fon.Coop tutte
le organizzazioni:
•
•
•
•
le società di capitali;
le srl;
le associazioni;
le imprese sociali, no profit -ong, onlus, altre
organizzazioni del Terzo Settore;
e, in generale, tutti i datori di lavoro.
3)
4)
FON.COOP – Dimensioni dell’economia
cooperativa e partecipazione al Fondo
Fon.Coop nel 2010 – stanziati i primi 15
milioni di euro per piani aziendali
Le imprese cooperative in Italia sono circa
70.000 con un totale di oltre un milione di
dipendenti. In sei anni di attività del Fondo:
AVVISO 12
Il 4 marzo 2010 è stato pubblicato l’Avviso 12 Fondo di
dotazione – piani aziendali che consente anche la formazione ai
lavoratori inquadrati con contratti atipici e d’apprendistato.
• Il 16% di queste imprese hanno aderito a
Fon.Coop, con un numero di occupati pari a
circa il 50% del totale
• Il 2,5% delle imprese cooperative italiane ha già
utilizzato le risorse del Fondo
• I lavoratori in formazione sono oltre il 5% del
totale
L’Avviso 12 ha stanziato 5 milioni di euro
L’Avviso si è chiuso il 27 maggio. I piani presentati sono stati
più di 300. Per settembre 2010 si prevede la pubblicazione di
un secondo Avviso su Fondo di Rotazione
5)
Conto Formativo 2008 IL 4 MARZO 2010 SONO STATE
MESSE A DISPOSIZIONE DELLE IMPRESE IN CONTO
FORMATIVO 9.249.000 DI EURO PER PIANI AZIENDALI
6)
Fon.Coop nel 2010 – Avviso
microimprese
Il 1 giugno 2010 è stato pubblicato l’Avviso 13
dedicato alle microimprese, ovvero imprese aderenti
di dimensione fino a 9 dipendenti
L’Avviso stanzia 510.000 euro per voucher
formativi individuali
Ciascuna impresa può richiedere un contributo
fino a 1.500 euro per voucher formativi
destinati ai propri lavoratori dipendenti.
Possono usufruire del voucher anche i
lavoratori inquadrati come lavoratori a
progetto e/o apprendisti
Fon.Coop – L’ottica del servizio
Fon.Coop crede che il VALORE AGGIUNTO dei Fondi
Interprofessionali risieda non solo nell’offerta di
risorse mirate per la formazione continua, ma
anche nella capacità di SOSTENERE, CON SERVIZI
FORMATIVI ADEGUATI, le politiche di formazione
delle imprese associate
IL FONDO HA DA SEMPRE OFFERTO SERVIZI
CENTRALIZZATI E PERSONALIZZATI DI ASSISTENZA
TECNICA (TELEFONICA E VIA WEB) PER:
• la presentazione
• la gestione
• la rendicontazione dei Piani formativi
presentati dalle imprese e dagli enti di
formazione
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7)
8)
Fon.Coop – Sistemi informativi
Dal 2005, sul sito www.foncoop.coop, il sistema
informativo di Fon.Coop consente completamente
on line di:
•
•
•
•
compilare le domande di richiesta di contributo;
presentare i piani formativi sui formulari;
monitorare i piani approvati;
presentare il rendiconto dei piani ultimati.
Il sistema informativo del Fondo è in grado di
gestire sempre in tempo reale tutte le variabili
relative ad anagrafiche e adesioni delle imprese, dei
lavoratori, dei versamenti dello 0,30%
9)
Fon.Coop – L’assistenza tecnica
territoriale
A giugno 2009 il Fondo ha avviato un servizio
sperimentale di assistenza tecnica territoriale.
Obiettivo del servizio è fornire alle PMI specifici
servizi formativi di supporto a:
• analisi dei fabbisogni organizzativi, professionali,
formativi;
• progettazione formativa;
• formulazione dei piani formativi concordati;
• aggregazione della domanda di formazione;
• assistenza ai soggetti interessati alla definizione
dei piani formativi.
10)
I dati sulle attività finanziate
nel settore agricolo
I dati sulle attività finanziate nel
settore agricolo
Principali contenuti della formazione nel settore agricolo
Dalla costituzione del fondo sono stati finanziati 327
piani formativi per un ammontare di risorse pari ad
Oltre 3.000.000 €
Hanno beneficiato della formazione oltre 7.000
partecipanti di cui oltre 2.000 donne
11)
•
•
•
•
•
1. Tematiche cooperative
2. Competenze di core process
3. Gestione dei fattori produttivi
4. Sicurezza & ambiente
5. Informatica
12)
SCEGLIERE FON.COOP (1)
• Sostegno ai fabbisogni formativi
espressi dalle imprese aderenti
• Attenzione agli aspetti qualitativi
dei piani formativi in un quadro di
regole più vicine alle esigenze delle
imprese aderenti
• Riutilizzo diretto da parte delle
imprese di parte dello 0,30% versato
all’INPS
SCEGLIERE FON.COOP (2)
• Gestione bilaterale, sollecita e
trasparente, delle risorse delle imprese
aderenti
• Valorizzazione di modalità e strumenti
formativi
On the job
• Procedure semplici di assegnazione delle
risorse in tempi certi e rapidi
• Disponibilità di strumenti per l’analisi dei
fabbisogni, la progettazione, il
monitoraggio e la valutazione della
formazione
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About the European project
eCOTOOL:
eCOTOOL focuses on:
(1) the improvement of the development, exchange, and maintenance of vocational
education and training (VET) certificates and their accessibility and transparency and
(2) the increasing of the European mobility and transparency in general.
To achieve these objectives eCOTOOL develops the adaptable Europass CS eco-tools based
on the European policies Europass Certificate Supplement (CS), EQF, ECVET, and PAS 1093.
The Europass CS eco-tools will be tested and evaluated in the agricultural sector.
Finally the eCOTOOL results are submitted to the European Standardization Committees
(CEN/TC 353) to achieve a European consensus and standard for VET competences.
More information about eCOTOOL online:
http://www.ecompetence.eu
eCOTOOL Contact:
Coordinator:
Organization:
Address:
Telephone:
E-Mail:
Christian M. Stracke
University of Duisburg-Essen
Universitaetsstr. 9 (ICB)
45141 Essen, GERMANY
+49 (0)201-183-4410
[email protected]
This project has been funded with support from the
European Commission. This communication reflects the
views only of the author, and the Commission cannot be
held responsible for any use which may be made of the
information contained therein.
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