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Educational and Training needs in the Railway sector
Funding Scheme: Supporting Action
Thematic priority: Sustainable Surface Transport
Project Identification Number: 233649
D1.1
Due date of deliverable: 31/05/2010
Actual submission date: 20/09/2010
Start date of Project: 01/12/2009 Duration: 24 months
Organization name of lead contractor for this deliverable: IST
Document ID SKILLRAIL – D1.1
Document Type Deliverable
TRAINING AND EDUCATION FOR A MORE COMPETITIVE AND INNOVATIVE RAILWAY SECTOR
Document: SKILLRAIL-D1.1.pdf
Date: 20/09/2010
7th FRAMEWORK PROGRAMME, THEME [FP7-SST-2008-RTD-1], CSA. Grant agreement no.: 233649; Duration: 24 months (started 1st December 2009)
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Title Educational and Training needs in the Railway sector
Author(s) Ricardo Portal, Virgínia Infante, Manuel Pereira
Partner IST
Date 20th September 2010
Status final
Document history
Revision Date Description/reviewers
Dissemination Level
PU Public PP Restricted to other programme participants (including the Commission Services) RE Restricted to a group specified by the consortium (including the Commission Services) X CO Confidential, only for members of the consortium (including the Commission Services)
TRAINING AND EDUCATION FOR A MORE COMPETITIVE AND INNOVATIVE RAILWAY SECTOR
Document: SKILLRAIL-D1.1.pdf
Date: 20/09/2010
7th FRAMEWORK PROGRAMME, THEME [FP7-SST-2008-RTD-1], CSA. Grant agreement no.: 233649; Duration: 24 months (started 1st December 2009)
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Table of Contents
Table of Contents ....................................................................................................................... 3
1 Introduction ........................................................................................................................ 4
2 Stakeholders Needs ............................................................................................................ 6
2.1 Questionnaire ............................................................................................................. 6
2.2 Results ........................................................................................................................ 9
2.2.1 Profile and representativeness of the responding stakeholders .............................. 9
2.2.2 Technical and management personnel .................................................................. 10
2.2.3 Current status of training and continuing education competences needs.............. 13
2.2.4 Competence needs................................................................................................ 15
2.2.5 Acquisition of competences and expected contribution from the Universities ...... 20
3 Conclusions ....................................................................................................................... 23
ANNEX 1. Questionnaire for Stakeholders ................................................................................ 24
ANNEX 2. Questionnaire for Stakeholders ................................................................................ 25
TRAINING AND EDUCATION FOR A MORE COMPETITIVE AND INNOVATIVE RAILWAY SECTOR
Document: SKILLRAIL-D1.1.pdf
Date: 20/09/2010
7th FRAMEWORK PROGRAMME, THEME [FP7-SST-2008-RTD-1], CSA. Grant agreement no.: 233649; Duration: 24 months (started 1st December 2009)
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1 Introduction
WP1 is organized to prepare the foundations for the establishment of the EURAIL
concept. This concept is structured around a mission, which involves the dissemination of the
social and industrial benefits of training education in the railway sector and the development of
new and innovative forms for further co-operation with industry.
Activities are envisaged in order to foster and disseminate the idea that the railway sector
needs advanced engineering education connected with research and technological
development and that therefore appropriate support has to be given to such education.
The establishment of the EURAIL will provide access to a range of professional and
academic groups in Europe active in railway related research and education activities. Many of
the participating institutions have unique expertise and sophisticated laboratory and testing
facilities which can be used to enhance the quality and effectiveness of training and education
in the railway sector. A networking process is crucial, and requires a detailed knowledge of the
industry needs to explore ways to satisfy these needs through the already identified
competences landscape across Europe.
Being a sectorial and problem oriented organization it is crucial to guarantee a sustained
close interaction with the relevant stakeholders at European level and worldwide.
Awareness of opportunities of qualifications in railway employment market requires the
characterization of competences for Education in the Railway sector and the Characterization
of currently available training and educational offers in Universities and research Institutes and
other training agencies.
Rail related training and education activities currently offered will be surveyed across
Europe. The analysis of training and educational programs and projects available inside EURNEX
Universities and other relevant higher Education Institutions in Europe and outside Europe will
be undertaken and disseminated within the sector.
This document provides the results of a survey on stakeholders (operators, infrastructure
managers, industry suppliers, etc.) needs in terms of competences, education and training. The
tasks developed to support the contents of this report involved the analysis of the several
competencies required for the business processes of the different profiles of stakeholders.
The knowledge provided by the surveys herewith presented enables an initial an initial
appraisal of major areas suitable for further developments in terms of training and education
needs.
Indeed, development of competencies is understood as a main input to ensure good
performance of business and industry processes. The work developed contributes to the
TRAINING AND EDUCATION FOR A MORE COMPETITIVE AND INNOVATIVE RAILWAY SECTOR
Document: SKILLRAIL-D1.1.pdf
Date: 20/09/2010
7th FRAMEWORK PROGRAMME, THEME [FP7-SST-2008-RTD-1], CSA. Grant agreement no.: 233649; Duration: 24 months (started 1st December 2009)
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integration of research activities as feeders of competencies and materials to support training
and education activities, enabling the development of complementary educational and training
programmes for railways practitioners and scientists.
The present report is organized in 3 chapters. After an introduction chapter, the analysis
of stakeholders needs is presented in chapter 2, including the presentation of the questionnaire
and a discussion of the different results obtained. An effort to harmonize codes and keywords
in view of the correlation of needs and availability of competencies is presented. The third
chapter contains the major conclusions.
TRAINING AND EDUCATION FOR A MORE COMPETITIVE AND INNOVATIVE RAILWAY SECTOR
Document: SKILLRAIL-D1.1.pdf
Date: 20/09/2010
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2 Stakeholders Needs
A detailed activity plan has been carried out for the identification of the stakeholders'
needs. This task comprised the following:
Design of a questionnaire to target railway stakeholders;
Collection of stakeholders’ contacts;
Analysis of stakeholders needs.
2.1 Questionnaire
The results discussed in this report are based on an initial questionnaire presented in
Annex 1 and completed using additional information obtained from a second questionnaire
presented in Annex 2. Instituto Superior Técnico (IST) in collaboration with UIC and REFER
prepared this second survey to gain information on the needs for education and training
emanating from the railway industry. It was sent out to a broad range of stakeholders of the
European railway community. Care was taken to personally address persons holding
responsible positions and to cover all the sectors:
Manufacturers and supply industry;
Infrastructure managers and manufacturers;
Railway operators and owners, including urban and regional guided transport networks;
Service providers;
Transportation authorities and public organizations.
The questionnaire has been distributed on March 15, 2010 and it was open until May 25.
Personal calls have been directly sent to approximately 250 contact persons. In addition,
information on the survey and calls for participation has been disseminated to their members
by UNIFE, UIC and EURNEX. A total of 15 survey responses were received.
As companies are overwhelmed with requests for information, the survey had to be kept
short and practical. The following rules guided its structure:
Keep the questionnaire as concise and simple as possible. Filling the survey should take
no longer than 20-30 minutes and must be feasible without having to consult detailed
information.
Gather information on the current respondent's situation with respect to training and
education, before asking for its needs and expectations. In doing so, the survey can be
dynamically personalized to the actual needs expressed by the respondents.
TRAINING AND EDUCATION FOR A MORE COMPETITIVE AND INNOVATIVE RAILWAY SECTOR
Document: SKILLRAIL-D1.1.pdf
Date: 20/09/2010
7th FRAMEWORK PROGRAMME, THEME [FP7-SST-2008-RTD-1], CSA. Grant agreement no.: 233649; Duration: 24 months (started 1st December 2009)
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For simplicity and efficient statistical analysis, avoid open questions and favour selections
from predefined answers.
Avoid asking for precise quantitative replies, as the data may be confidential and
respondents may not have them on hand.
The questionnaire is subdivided into six sections, each of which having to be filled before
processing to the subsequent page:
Section 1: General Information on the respondent
Personal data not stored in the final data base (except country);
Domain of activity;
Size and market addressed;
Section 2: Current employment status
Repartition in terms of qualification levels;
Repartition by specialization;
Section 3: Current status of training and continuing education
In-house and external training;
Continuing education;
Section 4: Needed competences
Since the detailed competence list used within EURNEX is too exhaustive to be used in a
questionnaire to the industry, an agreement has been found on a shorter competence list
covering all the railway topics in a more condensed structure. 35 competences are proposed,
regrouped into 8 main categories in accordance with the EURNEX structure. In addition, an
encoding is defined for use in this document:
TR – Rolling stock and traction:
TR1 – Car body design and construction TR2 – Bogies, running gear and braking TR3 – Interiors, auxiliaries, HVAC TR4 – Traction and power supply
SE – Systems engineering:
SE1 – Interoperability SE2 – System integration and engineering interfaces SE3 – Testing, verification and qualification
CE – Civil engineering and infrastructures:
CE1 – Tracks, switches and crossings CE2 – Bridges and structures
TRAINING AND EDUCATION FOR A MORE COMPETITIVE AND INNOVATIVE RAILWAY SECTOR
Document: SKILLRAIL-D1.1.pdf
Date: 20/09/2010
7th FRAMEWORK PROGRAMME, THEME [FP7-SST-2008-RTD-1], CSA. Grant agreement no.: 233649; Duration: 24 months (started 1st December 2009)
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CE3 – Tunnels CE4 – Stations CE5 – Geotechnics CE6 – Low voltage (IE/HVAC/Electromech Equipment) CE7 – Catenary
CS – Control systems:
CS1 – Signalling, control-command and interlocking CS2 – Train control, positioning and communication CS3 – Electromagnetic compatibility CS4 – Energy and Traction – PRT
OP – Operation:
OP1 –Passenger OP2 – Freight OP3 – Resources management OP4 – Technical and commercial exploitation OP5 – Intermodality OP6 – Inteligent Mobility Information systems
EN – Environment:
EN1 – Noise and vibrations EN2 – Air pollution and energy savings EN3 – Sustainable development, recycling and waste management
EC – Economics, business, regulations:
EC1 – Economics EC2 – Costs, asset management, life cycle costs EC3 – Market analysis EC4 – Business management EC5 – Regulations EC6 – Public service, social and political issues
GE – Multidisciplinary issues:
GE1 – Security and safety GE2 – Risk analysis and failure mode analysis GE3 – Human factors GE4 – Reliability, availability, maintenance and safety (RAMS) GE5 – Quality management GE6 – Light rail, tram and tram-train systems GE7 – Computer technology and networking
Section 5: Acquisition of competences:
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Document: SKILLRAIL-D1.1.pdf
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How the needed competences are currently acquired.
Section 6: New university curricula:
Contribution to education and training expected from the universities.
2.2 Results
2.2.1 Profile and representativeness of the responding stakeholders
What are the proportions of your personnel in terms of levels?
The data from Section 1 are summarized here. The geographical distribution of the
responding companies is as follows: five responses from UK, two from Portugal, two from Czech
Republic, one from Germany, one from France, one from Belgium, one from Hungary and one
from Austria.
The size of the participating companies and institutions is evaluated by their number of
employees as well as by their market. 75% of the companies have more than 1000 employees,
17% as less than 50 and 8% as between 251 and 1000 employees. In what concerns to market
69% of the companies act nationally, 15% in the European market and regional and worldwide
markets represent 8% each.
Figure 2.1. Domains of activity
Rolling Stock6%
Infractructure Contractors
15%
Signalling, control & info. technology
15%
Infractructure management
18%
Railways operators25%
Rail research9%
Transport authorities and other public
organizations6%
Other6%
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The domain of activity is an important issue for the representativeness of the data. As can
be seen in Figure 2.1, railway operators, infrastructure management, infrastructure contractors
and signalling represent the most significant contributions, with shares around 25%, 18%, 15%
and 15%, respectively.
2.2.2 Technical and management personnel
What are the specialties of your personnel?
Meeting the needs of the railway industry in educating and training skilled technical and
management personnel is twofold: the fields of specialization must be identified as well as the
qualification levels of the corresponding jobs.
A standard graduation into four generic levels has been utilized: Technicians,
Undergraduates, Postgraduates and PhD. It should be kept in mind that this definition provided
in the questionnaire is meant as a guideline.
The answers on the percentage of the technical and management employees for each
level are gathered in Figure 2.2. For example in the upper left plot concerning the technicians
36% of answers refer to companies that employ between 26-50% technicians.
TRAINING AND EDUCATION FOR A MORE COMPETITIVE AND INNOVATIVE RAILWAY SECTOR
Document: SKILLRAIL-D1.1.pdf
Date: 20/09/2010
7th FRAMEWORK PROGRAMME, THEME [FP7-SST-2008-RTD-1], CSA. Grant agreement no.: 233649; Duration: 24 months (started 1st December 2009)
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Figure 2.2. Personnel distribution by level
The conclusions to be drawn from this figure are:
Technicians make up less than 25% of the skilled personnel for 45% of the
respondents. Another 45% of the respondents state that technicians represent more
than 25% of the employees.
50% of the respondents declare that undergraduate represent less than 5% of their
employees. 90% state having less than 25% of undergraduate employees.
17% of the respondents state that postgraduate employees represent more than 50%
although 75% declares that this group represent less than 25%.
PhD holders or holders of multiple degrees are unsurprisingly under 10% for the
majority of the respondents (88%). 38% even respond that there are no PhD holders in
their company. This group is the less representative of all.
18%
9%
18%
36%
9% 9%
0%
10%
20%
30%
40%
50%
In the technical and management personnel, how many have a level of:
Technician
50%
20% 20%
10%
0%
10%
20%
30%
40%
50%
In the technical and management personnel, how many have a level of:
Undergraduate
33%
25%
17% 17%
8%
0%
10%
20%
30%
40%
50%
In the technical and management personnel, how many have a level of:
Postgraduate
38%
25% 25%
13%
0%
10%
20%
30%
40%
50%
In the technical and management personnel, how many have a level of:
PhD
TRAINING AND EDUCATION FOR A MORE COMPETITIVE AND INNOVATIVE RAILWAY SECTOR
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What are the specialties of your personnel?
The representation of the various engineering fields of specialization is showed in Figure
2.3. Other fields of specialization are depicted in Figure 2.4. These figures give a clear picture of
the specializations playing a significant role and those that are not common in the railway
industry. It is notorious that the fields of specialization more representative (more than 20%)
are economics and law, railways engineering, system engineering, communication engineering
and civil engineering.
Figure 2.3. Engineering fields of specialization
Figure 2.4. Other fields of specialization (detailed)
11%
13%
14%
30%
17%
22%
25%
14%
14%
29%
43%
20%
17%
33%
25%
50%
25%
43%
57%
40%
43%
30%
17%
75%
50%
33%
40%
50%
14%
43%
10%
17%
33%
25%
25%
17%
38%
29%
29%
20%
50%
14%
14%
10%
33%
0% 20% 40% 60% 80% 100%
Multidisciplinary
Aerospace
Automotive
Chemical
Civil
Communication
Computer/Software
Industrial
Materials
Mechanical
Power
Railway
System
Among the personnel with a University degree, how many are specialized in:
More than 20% 5-20% less than 5% None don't know
33%
14%
17%
33%
14%
17%
33%
50%
29%
75%
33%
33%
50%
25%
43%
0% 20% 40% 60% 80% 100%
Economics and Law
Social Sciences
Marketing and Inter. Relations
Political Sciences
Other
Among the personnel with a University degree, how many are specialized in:
More than 20% 5-20% less than 5% None don't know
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Document: SKILLRAIL-D1.1.pdf
Date: 20/09/2010
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Attending to the specializations with more than 5%, one can point again to economics
and law and railways engineering (both with 50%), power engineering (43%), civil engineering
(38%), system engineering (34%), social sciences and multidisciplinary engineering (both with
33%),followed by mechanical and communication engineering, (29% and 28%, respectively).
2.2.3 Current status of training and continuing education competences needs
It is beyond the scope of this survey to provide detailed quantitative information on the
training and continuing education policy of the respondents' companies.
On the other hand, it is important to assess the opinion of the actors of the railway
industry concerning their own training programmes, in order to identify the fields where the
universities might take over or implement curricula and training courses. In this sense, the
affirmative answers to the questions on training in Section 3 of the questionnaire are graduated
by a three point scale (Not enough, Sufficiently, Too many) yielding a qualitative evaluation of
the training efforts with respect to the level viewed by the respondents as satisfactory for their
company.
As far as training programmes are concerned, in-house and external training are
considered, where the first is normally dedicated to specialized and sometimes proprietary
matters while the second falls under more general considerations, which can be taught
externally.
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Figure 2.5. Current training programmes
The results summarized in Figure 2.5 are interpreted as follows:
79% of the respondents report existing in-house training programmes of any kind, and
74% organize or support external training. External training is concentrated on
specialized training (91%) and on short courses (82%), and much less on long duration
courses (64%). This indicates that the companies are concentrating their efforts on
matters ensuring direct return.
56% of the respondents consider that their in-house programmes are satisfactory on
the average. The satisfaction level for external training is 48% on the average, with
values ranging from 36% to 64%.
26% of the respondents judge the current in-house training effort insufficient, and 27%
share this opinion for external training (on the average).
9% of the responding companies have no in-house programmes and 21% favours
external training.
Very few respondents consider that there is too much training: 9% for short courses,
short training and summer schools (external training) and 8% for specialized internal
training.
18%
33%
27%
36%
18%
55%
58%
64%
36%
45%
8% 9%
18%
9%
18%
36%
9%
0%
10%
20%
30%
40%
50%
60%
70%
Company-specific, proprietary and/or strategic matters
Specialized techniques and procedures
Specifically taught by externals
Short courses, short training, summer schools
Long duration courses (master, PhD)
In-house training External Training
3 - Training and Continuing Education Competences Needs
Not enough
Sufficiently
Too many
No
Unknown
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Is continuing education part of your personnel training and promotion policy?
To the question on the importance of continuing education for the personnel's career,
two possibilities are envisaged:
Courses and degrees are subscribed at the personal initiative of the employees ("As
individual initiative of the employees");
Continuing education is supported in the frame of curricula and programmes proposed
by the employer ("In the frame of agreed programmes and courses providers").
In both cases, more than 80% of the companies are supporting both options.
To the question whether the companies had privileged relationships with universities or
research institutions for training and continuing education, 50% answered affirmatively, 33%
answered negatively.
2.2.4 Competence needs
What are the competences required for your activities applying to the railway sector?
In section 4 of the questionnaire, respondents were asked to check the competences
required for their railway activities according to the qualification level at which they are
exerted. Figure 2.6 shows an overview of the selections made in the eight main categories for
each degree.
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Figure 2.6. Competence needs by categories
This figure gives rise to the following comments:
The distribution between systems engineering, operation and environment categories
shows a balanced pattern, exhibiting a less than 30 of the responses.
Multidisciplinary issues and Civil engineering and infrastructures, exhibit a significantly
higher number of competence needs, more than 50 selections, followed by control
systems category.
The first position occupied by Multidisciplinary issues is explained by the fact that
these competences are needed by most stakeholders, whatever their domain of
activity. The same comment also applies to Economics, business and regulations.
Competences are mostly needed at the Graduate level and to a somewhat less extent
at the Postgraduate level. This relation is inverted in Economics.
In Rolling stock and traction category the competences needs are more indicated at
the Technician level.
The selections for the PhD level range between 0% and 7% of the total number of
selections for each category. This correlates with respect to the current proportion of
PhD employees, which is below 10%.
0
5
10
15
20
25
30
35
Rolling stock and traction
Systems engineering
Civil engineering and
infrastrutures
Control systems Operation Enviroment Economics, business,
regulations
Multidisciplinary issues
What are the competences required for you activities applying to the railway sector?
Technician Graduate
Postgraduate PhD
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Figure 2.7 goes further into the details of the competence needs, showing the added
selections of all qualification levels for each competence.
Figure 2.7. Competence needs for all degree levels
The first five competences irrespective of the degree are:
GE5 – Quality management (14)
GE7 – Computer technology and networking (14)
CS1 – Signalling, control-command and interlocking (12)
GE1 – Security and safety (12)
GE4 – Reliability, availability, maintenance and safety (RAMS) (12)
The competence needs for each degree level are presented in Figures 2.9 to 2.13.
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
TR1
TR2
TR3
TR4
SE1
SE2
SE3
CE1
CE2
CE3
CE4
CE5
CE6
CE7
CS1
CS2
CS3
CS4
OP
1O
P2
OP
3O
P4
OP
5O
P6
EN1
EN2
EN3
EC1
EC2
EC3
EC4
EC5
EC6
GE1
GE2
GE3
GE4
GE5
GE6
GE7
TR SE CE CS OP EN EC GE
Technician Graduate Postgraduate Phd
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Figure 2.8. Competence needs for Technicians
Competences occupying the first two ranks for Technicians:
TR2 – Bogies, running gear and braking and GE7 – Computer technology and
networking (5)
TR3 – Interiors, auxiliaries, HVAC ; TR4 – Traction and power supply, Pantographs ;
CS1 – Signalling, control-command and interlocking ; OP1 – Passenger and GE1 –
Security and safety (4)
Figure 2.9. Competence needs for Graduates
Competences occupying the first two ranks for Graduates:
GE4 – Reliability, availability, maintenance and safety (RAMS) and GE5 – Quality
management (5)
SE2 – System integration and engineering interfaces ; CS3 – Electromagnetic
compatibility ; CS4 – Energy and Traction – PRT ; EN3 – Sustainable development,
0
1
2
3
4
5
6
TR1
TR2
TR3
TR4
SE1
SE2
SE3
CE1
CE2
CE3
CE4
CE5
CE6
CE7
CS1
CS2
CS3
CS4
OP
1O
P2
OP
3O
P4
OP
5O
P6
EN1
EN2
EN3
EC1
EC2
EC3
EC4
EC5
EC6
GE1
GE2
GE3
GE4
GE5
GE6
GE7
TR SE CE CS OP EN EC GE
TechnicianTechnician
0
1
2
3
4
5
6
TR1
TR2
TR3
TR4
SE1
SE2
SE3
CE1
CE2
CE3
CE4
CE5
CE6
CE7
CS1
CS2
CS3
CS4
OP
1O
P2
OP
3O
P4
OP
5O
P6
EN1
EN2
EN3
EC1
EC2
EC3
EC4
EC5
EC6
GE1
GE2
GE3
GE4
GE5
GE6
GE7
TR SE CE CS OP EN EC GE
GraduateGraduate
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recycling and waste management ; GE1 – Security and safety and GE7 – Computer
technology and networking (4)
Figure 2.10. Competence needs for Postgraduates
Competences occupying the first two ranks for Postgraduates:
EC5 – Regulations (5)
EC3 – Market analysis ; EC4 – Business management ; GE2 – Risk analysis and failure
mode analysis ; GE5 – Quality management and GE7 – Computer technology and
networking (4)
Figure 2.11. Competence needs for PhDs
Competences stated for PhDs are evident from Figure 2.11.
0
1
2
3
4
5
6
TR1
TR2
TR3
TR4
SE1
SE2
SE3
CE1
CE2
CE3
CE4
CE5
CE6
CE7
CS1
CS2
CS3
CS4
OP
1O
P2
OP
3O
P4
OP
5O
P6
EN1
EN2
EN3
EC1
EC2
EC3
EC4
EC5
EC6
GE1
GE2
GE3
GE4
GE5
GE6
GE7
TR SE CE CS OP EN EC GE
PostgraduatePostgraduate
0
1
2
3
4
5
6
TR1
TR2
TR3
TR4
SE1
SE2
SE3
CE1
CE2
CE3
CE4
CE5
CE6
CE7
CS1
CS2
CS3
CS4
OP
1O
P2
OP
3O
P4
OP
5O
P6
EN1
EN2
EN3
EC1
EC2
EC3
EC4
EC5
EC6
GE1
GE2
GE3
GE4
GE5
GE6
GE7
TR SE CE CS OP EN EC GE
PhdPhd
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2.2.5 Acquisition of competences and expected contribution from the Universities
Sections 5 and 6 of the survey are presented in parallel as they relate to the current
situation of competence acquisition and the expectations of the railway stakeholders from the
universities and the educational institutions, to be compared to each other.
In section 5 each respondent was asked to first estimate how the skilled personnel
acquire the competences identified as needed: as part of university curriculum, during training
and/or on the job, all these options being not exclusive.
How are the needed skills acquired by your technical and management personnel?
The results are shown in Figure 2.12, where the number of selections of each item is
referred to the total number of selections for every competence.
Figure 2.12. Current competence acquisition modes
This figure delivers an interesting picture of the current modes of skills acquisition in the
industry:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
TR1 TR2 TR3 SE2 SE3 EN1 EN2 EN3 EC1 EC2 EC3 EC4 GE1 GE2 GE3 GE4 GE7
TR SE EN EC GE
University Specialization On job training Short term specialization On the job
Training
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The pattern of Figure 2.12 shows a high contribution of training (both modes together)
for all competences. Training accounts for 61% of the acquisition process on the
average, with a largest part for TR3 - Interiors, auxiliaries, HVAC (88%).
On-the-job specialization is less common, with values ranging from 10% to 22%,
accounting for 16% on the average.
University courses and curricula are unequally participating to specialization, with
values ranging from 0% to 57%. The contribution of universities is most significant for
competences in the category Economics, business, regulations (EC1 – Economics, EC2 –
Costs, asset management, life cycle costs, EC3 – Market analysis).
Section 6 of the survey deals with the respondents' expectations regarding the
involvement of universities for the acquisition of competences, by new curricula and by training
courses.
What further contributions are you expecting from the university?
The replies are shown in Figure 2.13, where the selections pertaining to every choice are
expressed with respect to the total number of records for each competence.
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Figure 2.13. Expected contribution from Universities
Most respondents are expecting at least 20% commitment from universities in
educational tasks dedicated to railway applications, but Sustainable development, recycling
and waste management (EN3) where contribution from Universities is not selected.
The percentage of "None" selections, which is largely above 20% for the majority of the
competences, excepting Risk analysis and failure mode analysis (GE2).
Highest "None" percentages are obtained for Sustainable development, recycling and
waste management (EN3) and Economics (EC1) with 50% each.
The share of training is the highest for the majority of the competences, on the average,
with peak values up to 70% for Risk analysis and failure mode analysis (GE2) and 60% for
Business management (EC4) and Security and safety (GE1).
The part of education increases in comparison with Figure 2.12.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
TR1 TR2 TR3 SE2 SE3 EN1 EN2 EN3 EC1 EC2 EC3 EC4 GE1 GE2 GE3 GE4 GE7
TR SE EN EC GE
In degree curriculum As specialized training None
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3 Conclusions
European main line and local mass transit operators provide employment for over 1
million people in Europe. The European rail supply industry has 130 000 direct employees and
250 000 total.
A survey of railway stakeholders needs in terms of training and education has been
carried out within WP1 of the SKIILRAIL project. For this purpose two questionnaires have been
designed and a contact list including 250 persons was compiled. A total of 15 survey responses
have been received, which is quite small. This number is however within the return levels
expected for this type of exercises. Railway operators and infrastructure managers account for
43% of the responses whereas manufacturing (rolling stock, signalling and control and info
technology) totals 21% of the responses.
Meeting the needs of the railway industry in educating and training skilled technical and
management personnel is twofold: the fields of specialization must be identified as well as the
qualification levels of the corresponding jobs.
PhD holders or holders of multiple degrees are unsurprisingly under 10% for the majority
of the respondents (88%). 38% even respond that there are no PhD holders in their company.
This group is the less representative of all.
As far as training programmes are concerned, in-house and external training are
considered, where the first is normally dedicated to specialized and sometimes proprietary
matters while the second falls under more general considerations, which can be taught
externally. Courses and degrees are subscribed at the personal initiative of the employees ("As
individual initiative of the employees"); Continuing education is supported in the frame of
curricula and programmes proposed by the employer ("In the frame of agreed programmes and
courses providers").
University courses and curricula are unequally participating to specialization, with values
ranging from 0% to 57%. The contribution of universities is most significant for competences in
the category Economics, business, regulations (EC1 – Economics, EC2 – Costs, asset
management, life cycle costs, EC3 – Market analysis).
Most respondents are expecting at least 20% commitment from universities in
educational tasks dedicated to railway application.
Completer
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ANNEX 1. Questionnaire for Stakeholders
Informal Contribution
Name:
Company:
Department:
Position:
Email:
Phone:
Main activity of your company and department:
I – SKILLS REQUIRED
What are the technical competences required for your activities?
Fields of specialization: Rolling Stock, Infrastructures, Systems Engineering, Environment, Safety, Economics, Business, Regulation, others
What are the academic qualifications required for your activities?
II – CAREER DEVELOPMENT STRATEGIES
In house training, cooperation with universities, international dimension
Employer branding, career opportunities
III – Cooperation with SKILLRAIL project
Do you wish to participate and follow SKILLRAIL activities? ____ yes ____ no
Please provide additional information if appropriate.
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ANNEX 2. Questionnaire for Stakeholders
The European Commission has awarded to a consortium of 5 partners a grant agreement for the project FUTURAIL submitted and positively evaluated in the first call of FP7 Transport Program.
FUTURAIL aims to contribute to European surface transport research program implementation and to the enhancement of the railway sector by fostering a better match between the human resources needs and the offer of skills to make railways a more competitive and innovative sector In this context FUTURAIL aims to deveaglop a matching function that is to bring the existing knowledge near the existing needs for a successful synergy.
It is crucial for the success of FUTURAIL to have a strong adhesion form the sector, which in turn stands to gain from this exercise; therefore we highly recommend to support the FUTURAIL activities, namely in providing the relevant information for the questtionnaire.
We thank you in advance in anticipation for supporting the FUTURAIL team for this important mission.
The following questionnaire is directed to the actors of the railway industry, from manufacturing to operation and including public organizations and transport authorities.
Its aim is to identify the competences required for qualified technical and staff personnel, and to assess the lacks of the current curricula proposed by educational institutions.
Your feedback is of primary importance for the achievement of this objective. Filling the next 6 sheets will take 20-30 minutes.
Information gathered is for internal use only, and will not be shared with any third parties. All your answers to this survey are private and confidential and will only be used within FUTURAIL. The information provided will be used for statistical purposes only and no nominal data will be kept in the database.
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1 - General Information
Company/Organization:
Name:
Divison/Department:
Adress:
Country:
Internet Homepage:
Tell us more about you Name:
Position:
E-mail: Phone:
What is the domain of activity of your company or organization in the railway sector?
Rolling stock (design, integration and supply industry)
Infractructure contractors (including fixed installations)
Signalling, control and information technology
Infractructure management
Railways operators
Rail research
Transport authorities and other public organizations
Other
Number of employees: 0-50 (SME)
51-250
251-1000
more than 1000
Market addressed or competence area: Regional
National
European
Worldwide
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2 - Current status of employment
What are the proportions of your personnel in terms of levels?
In the technical and management personnel, how many have a level of:
No
ne
less
th
an 5
%
5-10
%
11-2
5%
26-5
0%
mo
re t
han
50%
do
n't
kn
ow
Technican:
Undergraduate:
Postgraduate:
PhD:
Others
What are the specialties of your personnel?
Among the personnel with a University degree, how many are specialized in:
No
ne
less
th
an 5
%
5-2
0%
Mo
re t
han
20
%
do
n't
kn
ow
Engineering: Multidisciplinary ("generalist") Aerospace Automotive
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Chemical Civil Communication Computer/Software Industrial Materials Mechanical Power Railway System Economics and Law Social Sciences Marketing and International Relations Political Sciences Other
3 - Training and Continuing Education Competences Needs
Yes,
bu
t n
ot
eno
ugh
Yes,
su
ffic
ien
tly
Yes,
bu
t to
o m
any
No
do
n't
kn
ow
On company-specific, proprietary and/or strategic matters. These courses cannot be delegated nor shared:
On specialized techniques and procedures. These courses are taught by higly skilled professionnais and/or require special equipment: Others
Do you organize, sponsor or support external training? Specifically taught for your personnel by external lectures:
Short courses, short training, summer schools organized by universities and other educational institutions:
Long duration courses (master, PhD, …):
Others
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Is continuing education part of your personnel training and promotion policy?
Yes
No
do
n't
kn
ow
As individual initiative of the employees
In the frame of agreed programmes and courses providers
Do you have privileged relationships with universities and/or research institutions for training and continuing education?
Yes
No
do
n't
kn
ow
4 - Competences needs What are the competences required for you activities applying to the railway sector?
Tech
nci
an
Gra
dua
te
Po
stgr
adu
ate
Ph
d
Rolling stock and traction Car body design and constrution
Bogies, running gear and braking Interiors, auxiliaries, HVAC Traction and power supply, Pantographs Others
Systems engineering Interoperability
System integration and engineering interfaces Testing, verification and qualification Others
Civil enginneering and infrastrutures Tracks, switches and crossings
Bridges and structures Tunnels Stations
Geotechnics Low voltage (IE/HVAC/Electromech Equipment)
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Catenary Others
Control systems Signalling, control-command and interlocking
Train control, positioning and communication
Electromagnetic compatibility Energy and Traction – PRT Others
Operation Passenger
Freight Ressources management Technical and commercial exploration Intermodality Inteligent Mobility Information systems Others
Enviroment Noise and vibrations
Air pollution and energy savings Sustainable development, recycling and waste management Others
Economics, business, regulations Economics
Costs, assets management, life cycle costs Market analysis Business management Regulations Public service, social and political issues Others
Multidisciplinary issues Security and safety
Risk analysis and failure mode analysis Human factors Reliability, availability, maintenance anad safety (RAMS) Quality management Light rail, tram and tram-train systems Computer technology and networking Others
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5 - Acquisition of Competences
How are the needed skills acquired by your technical and management personnel?
Training
Un
iver
sity
Sp
ecia
lizat
ion
On
job
trai
nin
g
Sho
rt t
erm
sp
ecia
lizat
ion
On
the
job
Rolling stock and traction Car body design and constrution
Bogies, running gear and braking
Interiors, auxiliaries, HVAC
Systems engineering
System integration and engineering interfaces
Testing, verification and qualification
Environment
Noise and vibrations
Air pollution and energy savings
Sustainable development, recycling and waste management
Economics, business, regulations
Economics
Costs, assets management, life cycle costs
Business management
Regulations
Multidisciplinary issues
Security and safety
Risk analysis and failure mode analysis
Human factors
Reliability, availability, maintenance anad safety (RAMS)
Computer technology and networking
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6 - New University Curricula
What further contributions are you expecting from the university?
In d
egre
e cu
rric
ulu
m
As
spec
ializ
ed t
rain
ing
No
ne
Rolling stock and traction Car body design and construction
Bogies, running gear and braking
Interiors, auxiliaries, HVAC
Systems engineering System integration and engineering interfaces
Testing, verification and qualification
Environment Noise and vibrations
Air pollution and energy savings
Sustainable development, recycling and waste management
Economics, business, regulations Economics
Costs, assets management, life cycle costs
Business management
Regulations
Multidisciplinary issues Security and safety
Risk analysis and failure mode analysis
Human factors
Reliability, availability, maintenance anad safety (RAMS)
Computer technology and networking