European Models for Extended Cost Efficient in- Company ... · new training models and services offering a new training framework, ... new pedagogical methodology in combination with

User Requirement Report 2009.09.24 Page 1

EuroMECCA

European Models for Extended Cost Efficient in-Company and Accreditation Training

Leonardo Da Vinci Project NO/08/LLP-LdV/TOI/131004

User Requirement Report

Circulation: Public

Partners: MhtE, QM Soft

Authors: Erik Engh, Lubos Mraz, Béla Gayer

Doc. Ref. N°: HiST.EuroMecca.V01

Version: 01

Stage: Final

Date: 24/9/2009


Copyright © Copyright 2009 EuroMECCA Consortium

consisting of:

• Sør Trøndelag University College (HiST), Trondheim, Norway • PsiBeta, Volos, Greece • Smartcom Sweeden • VuZ-PI SR, Bratislava, Slovakia • MHtE, Budapest, Hungary • QM Soft, Oslo, Norway

This document may not be copied, reproduced, or modified in whole or in part for any purpose without written permission from the MECCA Consortium. In addition to such written permission to copy, reproduce, or modify this document in whole or part, an acknowledgement of the authors of the document and all applicable portions of the copyright notice must be clearly referenced.

All rights reserved.

This document may change without notice.


Table of content 1. Executive summary 2. Background information 2.1. General background information 2.2. NATIONAL LEVEL requirements for the market in Norway, Slovakia and Hungary 2.2.1. Norway 2.2.2. Slovakia 2.2.3. Hungary 2.3. European LEVEL requirements for skill development in the welding sector 2.3.1. Requirements for the market in Norway, 2.3.2. Requirements for the market in Slovakia, 2.3.3. Requirements for the market in Hungary, 2.4. Basic technical and pedagogical information 2.4.1. Face to face training 2.4.2. Activity Based Training/ABT/ 2.5. National and European level stakeholder mapping 2.5.1. Specification of cases 2.5.2. Specification of user levels 2.5.3. Who is actually the user? 2.6. Conclusions 2.7. References 2.8. ANNEXES


1. EXECUTIVE SUMMARY Welding is one of the critical skills and key constraints to economic growth and

development in Europe, and a range of new international standards developed support

immediate needs for skills development in welding applications and practices.

The MECCA pilot project (05-07) developed the new Activity Based Training (ABT)

learning environment. ABT follows always the industrial production process, where the

students always produce a final product. ABT facilitate

1) a just-in-time on-the-job production workflow competence and knowledge transfer

approach,

2) a sound pedagogical model where theoretical training is always immediately followed

by practical training,

3) coordinated use of advanced video technology, and

4) promotion of industrial quality assurance management designs processes where

students exchange their products several times during a course.

Main aims: EuroMECCA is aiming at disseminating and raising the awareness of a brand

new integrated blended ABT learning environment offering flexible and sound

pedagogical delivery of level specific mechanical industry production process training to VET

schools and in-company training organisations in Slovakia, Hungary and Norway.

EuroMECCA disseminates new methods for delivering in-company skills upgrading

processes that significantly reduces the costs related to competence and knowledge

transfer, and enhances production competence and know-how transfer to VET schools. This

includes:

• Educate VET welding instructors as Activity Based Training learning environment

advisers

• Disseminate an innovative transfer system for SME in-company training, in three

different

European societies, that is delivered on a just-in-time basis without distance limitations.

The consortium has a strong industrial presence with strong ties to multimedia companies

(Smartcom), distance learning methods, blended learning, video technologies (HiST), and

mechanical industry (QM Soft, MHtE and VuZ) leading to identification of inadequacies in

current training systems and standards for effective instructor training delivery. The

partnership has complementary expertise and tasks. They have cooperated successfully

previously. HiST and Smartcom were key partners in the Mecca project.Outcomes:


i) Disseminating ABT learning environment to VET schools and companies that certify

welders in Slovakia, Hungary and Norway.

ii) Awareness rising and delivery of instructor training to welder trainers.

iii) Delivery of training courses to welder specialists.

iv) Seminars, conferences and exhibitions for transfer of knowledge to stakeholders in

Europe.

Euromecca is aiming during the project to involve of the welding institutes, VET

schools and companies may utilize the new ABTlearning environment to offer a broad range

of specialized courses at a European level.

2. Background information

2.1. General background information

The European welding fabrication industry has a turnover of more than 1.6 billion Euros per

year, 1.900.000 employees, and offers (the Lisbon strategy) free movement of products,

services, personnel, etc. Subcontracting of knowledge-based production is extensively used

due to short manufacturing schedules, and companies sell products, knowhow and

processes. Harmonized European welding curriculum guidelines are currently enforced in 30

European countries.

One of the joint European challenges include: VET schools need to educate more than

50.000 welders per year, while welding fabrications companies needs to certify and re-certify

more than 2.500 000 welders during a period of two years. Welding instructors train welders

that have the following characteristics (the conference EUROJOIN, 2006):

EuroMECCA addresses the general objective by disseminating and testing a new type of

learning environment that improve the quality of existing training materials and study paths,

in combination with dissemination of new pedagogical methodologies, in three 3 European

countries. EuroMECCA offers for instance easy access to the best cost-efficient production

process solutions that help minimizing welding defects in industrial production process

training, while maintaining the best tolerances of the welding parameters. Furthermore,

EuroMECCA disseminates a innovative training environment that utilizes the advantage of

visual communication in such a way that welder specialists and instructors improve the

quality of their work. They may e.g. play with the essential welding parameters in order to

visually understand the tolerance window occurring in real life production facilities, and make


up alternative decision routes that reflects both technical and economical production tasks. It

is very important to reduce failures related to cracking due to increased hardness in the

material, which usually must be followed up by

expensive repair procedures.

The operational objectives are addressed by disseminating a new type of learning

environment that addresses modernization of the Educational System and the

technological need for facilitating industrial quality management assurance designs in

fabrication process training at VET schools. This is done by disseminating pedagogical

practices and video technology solutions through three main points of interest:

- Facilitate the competitiveness of European SMEs by reduction of welding production

costs in a technically efficient way

- Improve Quality Assurance processes by providing risk analysis to VET training and

learning environments that utilize an industrial fabrication processes approach

- Support the further development of new training methodologies in combination with

pedagogical sound implementation of predictive vivid video solutions demonstrating

How to DO and How Not to DO working procedures

This ensures that European VET institutions may enter the competitive education market

through a quality approach guaranteeing that the learning environment are conform to

explicit international guidelines and quality standards in welding.

EuroMECCA addresses the call priorities by disseminating a new innovative approach for

incompany training by offering VET schools and mechanical industry companies access to

an integrated pedagogical training and learning environment, that makes trainers, teachers,

and staff feel more secure when using blended learning environments to integrate industrial

production process training in to VET practises. This is done by disseminating an overall

sound pedagogical founded ABT procedure, utilization of vivid visual learning methods like

video streaming services, and quality assurance management designs for production

process training into VET schools.

The consortium includes international welding organisations (e.g. like MHtE and VuZ) that

set welding processing standards and have a direct interest in the improvement of the

training procedures for a high-risk industry such as welding. The participation of international

bodies reflects both the urgent need for continuous training improvement for the benefit of

the industry, the workers, and the general public as well as the consortium commitment to

the adaptation of results at a European level. The welding institutes provide an effective

dissemination channel through its wide number of members and contact points in the


participating countries, as well as their close collaboration with the European Welding

Federation.

Very few initiatives in the industrial sector have targeted this challenging problem in such

an integrated and pedagogical sound way by identifying quality criteria, defining methods of

learning needs, develop provider specific measures and services, identify new skills for

teachers and training personnel, and finally disseminate and validate the selected training

principles/solutions through a number of in-company training courses. The consortium

believes that the project will stimulate new implementation of know-how transfer in

companies, and increase the use of new training principles at the end-user cite.

2.2. NATIONAL LEVEL requirements for the market in Norway, Slovakia, and

Hungary

2.2.1. NORWAY

Stakeholders mapping. The following displays the stakeholders that are active in the welding industry and stand to

benefit from the proposed process, methods and tools to be transfer through the Euromecca

project.

Stakeholders are groups involved in the welding industry that are directly or indirectly

involved in the process of transferring knowledge with the objective of maintaining an up to

date work force as processes and technologies advance and to be working in the skills

transfer process

The following stakeholder groups can be identified:

- Industry welders

Welding is a method of providing a high strength joint between components. Welding can be

used on a wide variety of materials, metals and non-metals. A large amount of welding is

done by manual techniques where an electric arc is used to melt the metal in the joint. The

welder is in direct control of the process, making judgements that decide the quality of the

finished weld. It is one of the few remaining crafts used in manufacture and construction - the

quality of the weld is dependent on the knowledge and skill of the welder/operator.

Some characteristic for welding:

There is the continuing challenge of developing new skills to meet different situations


Skills and qualifications obtained in one country are valid worldwide, given that international

standards and diplomas are used for the education and training of the personnel

It is not confined to one industry sector. Welders are required for applications as diverse as

jet engine manufacture, bridge building, laying cross country pipelines, underwater weld ing

and fabricating equipment in exotic materials such as titanium.

Characteristics of a good manual welder:

• Good eyesight

• Physical fitness

• Good hand-eye co-ordination

• Good with your hands and enjoy working with tools

• Ability to persevere - it takes a lot of practice to be a good welder

• Willingness to learn about the technology so that you gain an understanding of the

task you need to perform

• Ability to cooperate and work with other people in a team.

• The routes to becoming a welder:

• Most large companies offer a comprehensive programme of training in more than one

welding process

• Smaller companies often limit the scope of the training to one welding process but

this can provide a good foundation for skill development on other courses

• Through further education and training can be promoted to foreman/su pervisor,


Further education and training may also qualify for one of the levels of European and

International welding qualification such as International Welder, Welding Practitioner,

Specialist, Technologist or Engineer.

Education as a welding operator for highly mechanised or robotic welding. Successful

operation of those processes is less dependent on manual skill but more dependent on the,

sometimes complex, machinery that is used. In engineering terms, some of these ma-chines

are of the highest sophistication.

There are opportunities in training as instructors

Welder Approval Certificate

This is the industrially recognised qualification. To achieve this the welder completes a

sample weld that is tested in accordance with European Standard EN 287-1, or to a similar

level or ISO 9606 series of standards.

Welder Diplomas

This is an International harmonized international diploma recognised by the industry. The

diplomas give qualification as International Welder at different level, depending on materials,

weld-ing methods and so forth. The diplomas will give a higher technical and theoretical

background if compared with a welders certificate.

- Managers and welding engineers (welding coordinators) within a fabrication entity.

Welding engineers are today educated through the EWF/IIW system which have been ac-

cepted world-wide as an industry standard education. By obtaining a diploma as a welding

engi-neer, ensures access to qualified work world wide.

The education and training for welding engineers are coordinated and harmonised through

the work of EWF/IIW. The education is specified in the document IAB-252-07.

The EWF/IIW members have agreed that entry to the education program should be on a

post-graduate level. Participants should have a primary degree in an engineering discipline

or its equivalent recognised by the national government and assessed by the national ANB.

Therefore, it would be expected that participants should have at least a Bachelor degree as

the basis for fur-ther education.

The successful welding engineer would be responsible for developing welding standards and


parameters for current and new weld operations. The main responsibility would be to provide

welding, testing standards and process improvements to develop more cost effective

methods of operation, improve quality, and meet internal and customer specifications.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Establish welding process and quality parameters for welding operations.

• Maintaining proper methods and standards for the quality and production welded prod-

ucts

• Foresee that procedures, processes and testing equipment for destructive and non-

destructive testing are established.

• Ensure that the company maintain a quality assurance program and handbooks

covering welding technology.

Act as the company representative for welding related matters Ensure that the company

have access to the correct resources and competence for welding jobs

- Design engineers in fabrication entities or in design offices.

When a defect or failure occur in a welded structure, then automatically the investigation fo-

cus on the weld itself and the welding procedure (WPS). As everybody in the welding

environ-ment knows, a good WPS acts as a guide for the welder as well for weld inspector

too. If the WPS‘s instructions go against welding fundamentals, the welding engineer has not

done a proper job. If the WPS gives incorrect amperage, or if the specified voltage is too

high, the inspector should look for undercut in the weld.

Another common problem involves adding too much weld metal for example in T-joints,

caus-ing wastes time and weld metal, which can cost a company dearly in the long run. It

also exerts unnecessary stress, which can lead to weld cracking; using so much weld metal

can cause overlap as well. At worst, defects can even cause the vertical member of the T to

pull away from the base plate.

Design mishaps include process selection. Some companies, even the largest ones, use

weld-ing procedures first written years ago, and because of that they often specify less-than-

optimal processes.

Finally, material selection is especially critical during the design phase. Selecting hard-to-

weld material leads to more defects. Designers should know material weldability and use

hard-to-weld material only when there is no other choice.

Preventing Future Defects


Like any quality problems in manufacturing, weld defects rarely if ever have just one cause.

Bad welding may result from a combination of poor workmanship, a poor WPS and welder in-

struction, and bad design.

The new EWF/IIW Guidelines for the education of International Welded Structure Designer,

IAB-201-06 aims at overcoming the problems raised by inexperienced designers of welded

struc-tures.

In addition to selecting the material and specifying weld sizes, the designer must bear in

mind that the decisions that he/she makes will directly affect the cost, safety and

serviceability of the structure or component. It is therefore necessary for the designer to:

• select the most appropriate material

• select the most cost effective design of welded joint

• design the component to be welded by the most cost effective process

• specify the smallest weld acceptable for both service and fabrication

• use the smallest number of welds

• ensure that there is adequate access for both welding and inspection

• ensure that realistic dimensional tolerances are specified and can be achieved

- Operators and production personnel in fabrication entities.

For industry welders covering a range of processes and materials, certificates or diplomas

are used as proof of competence for the welder. The welder approval test is carried out to

demon-strate that the welder has the necessary skill to produce a satisfactory weld under the

conditions used in production as detailed in the approved WPS or Work Instruction. As a

general rule, the test piece approves the welder not only for the conditions used in the test

but also for all joints which are considered easier to weld.

The standards EN 287/EN ISO 9606, covers the certification for the most common process

and materials. However, for the Welding operators another standard apply, ISO 14732.

When required by the contract or application standard, the welding operators responsible for

setting up and/or adjustment of fully mechanised and automatic equipment must be

approved but the personnel operating the equipment do not need approval. In clarifying the

term ‗welding op-erator‘, personnel who are using the equipment (loading and unloading

robotic equipment or op-erating a resistance welding machine) do not require approval.

As specified in ISO 14732 , approval of operators of equipment for fusion welding and resis-

tance weld equipment setters can be based on:


• welding a procedure test

• pre-production welding test or production test

• production sample testing or a function test.

It should be noted that the methods must be supplemented by a functional test appropriate to

the welding unit. However, a test of knowledge relating to welding technology which is the

equiva-lent of ‗Job knowledge for welders‘ in EN 287/ EN ISO 9606 is recommended but not

mandatory.

Again, the welding operator certification follows international standards. By obtaining a

certificate the personnel may freely move world wide and may use the certificate as a proof

of knowl-edge for obtaining work.

Vocational, Education and Training (VET) schools that provide training to both individual

work-ers as well as groups of employees of particular companies for in-company training

programs.

There are three overall objectives for the development and maintenance of the VET school

sys-tem in Europe:

• improving the quality and effectiveness of education and training systems

• facilitating access to education and training systems

• opening up EU education and training systems to the wider world.

The schools constitute a variety of European schools with the common goal of offering

practical oriented education and training both to younger and older people. Additional

structures for adding life-long learning offerings to the target groups are a part of the schools

broader topics.

A common criteria that seems to be valid for all the stakeholders are that they are adult

people with industrial background and experienced and young people without experiences.

This will lead to some interesting discussions on how to carry out knowledge and

competence update for personnel that has already left the school sys-tem and have

established a certain position, formal and informal in an industrial company. This context will

also raise the discussion of why the people involved shall extend their knowledge and

increase their competence. These issues will not be a part of the report.

A train the trainer program for knowledge transfer in the welding industry.

This activity will involve educational content and learning material with the following

objectives:


• To facilitate just-in-time and on-the-job training through the customization of

educational content for streaming and audio/application sharing or

videoconference/application sharing delivery

• To deploy blended learning environments with an emphasis on the effective

integration of various composite technical solutions into pedagogical frameworks

• To deliver state-of-the-art training to teachers and trainers who work in companies

and educa-tional organizations that have little exposure on visual communication

services

Expected outputs.

The following outputs are envisaged in Norway:

• new training models and services offering a new training framework, by inclusion of

distance training methodologies combined with active solution of problem areas

• A recommendation for planning the education within an industrial environment

• A framework for the development of supplementary-to-formal-training educational

material by VET‘s to be based on the in-house know-how of a particular company

• Proof-of-concept educational content for the validation of the methodology, to be

tested in the industry

2.2.2.Slovakia

Stakeholders mapping

Education of personnel in welding has a long history in Slovakia. The implementation of the

education system has already started since the Welding Research Institute (VUZ) has been

founded in 1949. Remarkable part of this activity belongs to education system built up in

Czechoslovakia. Brief history of the education of welding personnel is described and

implementation of European and international education, qualification and certification

system in Slovakia is presented in this contribution.

Since 1949, when Welding Research Institute has been founded, the close co-operation

between The Institute and Slovak Technical University was opened. Postgraduate course of


welding technology has been established already in 1949. The course consisted of the study

during two semesters at the Slovak Technical University. Professors from universities and

highly experienced welding specialists have presented the recent development of welding

technology, its implementation in industry and possible application of this joining technology

in future. Annually up to 20 participants from the whole Czechoslovakia have taken part in

this course. This was a first important step in order to prepare specialists for the industry

responsible for the implementation of the progressive joining technology inthe factories. More

than 200 engineers have passed this course successfully till 1989 from the whole

Czechoslovakia [1].

The education of welders was also an important part of the industrial production.

From 1950 till 1952 the education was mainly organized by the companies. In 1952 the

technical commission of State committee for the development of technology in

Czechoslovakia issued the guidelines for the welder qualification tests. Two organizations,

Welding Research Institute Bratislava and State Research Institute of Materials in Prag

became responsible for the implementation of the educational systems for welders.

Since 1959 VUZ has became the main organization for the implementation of the

education and training in welding in Czechoslovakia according to Law. The position of VUZ

was to approve welding schools, to publish the guidelines for their activities including

examinations, issuing certificates and building up the database of welders having approval.

In 1977 two national standards ČSN 05 0705 and ČSN 05 0710 were issued in order

rule the welders education and qualification system in Czechoslovakia.

Comprehensive education system in Czechoslovakia consisted of the following

activities:

- basic course for welders,

- welders for regulated area such as pressure vessels etc. (special tests required),

- special courses of welding specialists

welding technologists, inspectors (technical control of welding )

instructors, designers.

Altogether more than

3000 welding technologists,

1700 welding instructors

905 inspectors and

240 designers

have passed the education in welding technology till 1990.

International co-operation remarkably helped in building up the education system for

welding personnel in Czechoslovakia. VUZ became a member of International Institute of


Welding (IIW) in 1956. The contacts to welding specialists in IIW member organizations have

prepared good opportunity to organize International welding summer school in

Czechoslovakia. Positive support of UNIDO provided an important background for the

participation of the lecturers and also for the participants from abroad. The lecturers from

more than 14 countries presented their experiences and knowledge in welding. This event

was organized annually since 1968 till 1991. Almost 450 engineers passed this seminar

during the whole period.

This technical history has built a good opportunity for both Czech and Slovak welding

community to join the education system developed by the European Welding Federation

(EWF).

2.2.3. HUNGARY

Stakeholders mapping (see above for more information the Norvegian requirements),

The main stakeholders are:

- qualified industry welders,

- welding students, (university students),

- welding masters (welding expert owner of privat micro enterprices),

- teachers and instructors in VET schools for welders,

- welding assotiation (e.g. Hungarian Assotioation for Weldingtechology and Material

Testing),

- welding coordinators (according to: EN ISO 14731: welding technologists, engineers,

experts),

- owners of companies,

- customer of welded products.

Common characteristics of industry welders are:

- having good sight,

- having hands without trembling,

- tolarating the monotony,

- having good psichological condition,

- tolarating the climate and different working areas, working positions, (horizontal,

vertical, crouched position, etc.)

- having basic knowledge of electricity,

- having basic metallurgical knowledge,


- having basic knowledge of melting, heattransfer processes during welding,

- having knowledge on the caracteristics of parent metalls,

- having natural skill and sense for welding,

- having good physical condition, etc.,

all these are important for producing high quality weld joints and at the very end – first quality

welded structure fitnessed for the purpose.

The basics to reach high quality welding performance are the pedagogical methodes and

some other good practices in teaching and training of the young welder‘s candidates. Of

course the supplement for the good practical results is using appropriate tools for teaching -

for this purpose EuroMecca is one of the best procedure which provides good assistance in

the (classroom, distance and e-) learning process specially for welding, which has a lot of

different quality influencing factors.

A train the trainer program for knowledge transfer in the welding industry

As it was earlier stated the performance and result of teaching activity depending on trainer

and student.

The trainer has to know the state of art teaching processes which are powerfull help and

arouse student‘s interest for subject matter.

.

The program for trainers preparing by MHtE for Hungarian circumstances has four main

parts:

- to teach the trainers that they able to educate the students by the ABT and

the new technics

- the teachers / VET schools or SMEs/ be able to prepaire to educate the

system in their schools in time

- the teacher are through themselves the multiplicaters who disseminate the

results of the MECCA through EuroMecca project.

- The teachers be able to contacts to the national and international teachers

European Directives

The question could be raised why it is necessary on this place to speak about the connection

between European directives and welding technology? The answer is:


welding as a special technology having a direct effect to safety and realiability of different

welded steelstructures and health and safery therefore there are some regulations in the

European juristical system and recommendations related to welding.

The most important are specially those New Approach Directives which generally refer to the

harmonized welding standards of EU. The conformity assessment procedures (some

modules of the ―Global Approach� for conformity assessment) refer to the harmonized

standards of EU as well.

Some exaplares are:

1/ The New Approach Directives for simple pressure vessels (87/378/EEC – its

modifications: 90/488/EEC etc.) and presure equipment (97/23/EC) all refer to

harmonized welding standards, in between: EN 287 – 1 (may be later EN ISO 9606-1)

for steelwelder qualification, EN ISO 14732 for welding machine operators, EN ISO

9606 -2; 3 etc. for aluminium and aluminiumalloy and bronz etc. welder qualification,

EN ISO 14731 for welding coordinators,

2/ The Directive 2004/50/EC (96/48/EC) for ―Interoperatibility of trans-European high

speed railsystem� has the series of EN 15085:2006. ―Railway application. Welding of

railway vehicles and components�, as a harmonized standard.

3/ EWF launched the program named: ―Structure and Organisation of the harmonizedv

system for Education, Qualification and Certification of Rail Track Welders�: short

name is:―RAILSAFE� based on EN 14730 series of standards (Railways application.

Track. Aluminothermic welding of rails. (Approvcal of welding processes).

4/ EN ISO 3834: ―Quality Requirements for Fusion Welding of Metallic Materials�

These are only few exaples of the basic European Directives, Standards and other

Regulations, etc. and all these mean that the European industry needs welders and

welding cooperators (responsible welding engineers) according to EN ISO 14731, etc.

and welders approved according to the rules of IIW/EWF. To reach this goal the

welding personal belonging to the welding hierarchie should have such a basic updated

knowledge and skills which is interchangable in the EU economy – as it is the case e.g.

for the European rail (aluminothermic) welders etc.

2.3. European level requirements for skill development in the welding sector

2.3.1. Requirements for the market in Norway

Stakeholders


The following displays the stakeholders that are active in the welding industry and stand to

benefit from the proposed procedure and tools to be transferred through the project.

Stakeholders are groups involved in the welding industry that are directly or indirectly

involved in the process of transferring knowledge with the objective of maintaining an up to

date work force as processes and technologies advance and to be working in the skills

transfer process

The following stakeholder groups have been identified:

• Welders and welding operators

• Welding engineers within a fabrication entity

• Design engineers for welding fabrication

• Operators and production personnel in fabrication entities.

• Mechanical industry trainers: they may be either employees within mechanical industry

com-panies, or they may be employees of training institutions.

• VET schools that provide training to both individual workers as well as groups of

employees of particular companies for in-company training programs VET schools at

the lower level in the educational system.

The common criteria that seems to be valid for all the stakeholders are that they are adult

people with industrial background and experience. Or they may also be students with little, if

any, indus-try background and with little interest in and knowledge about mathematics.

This may lead to some interesting discussions on how to carry out knowledge and

competence update for personnel that has already left the school system and have

established a certain posi-tion, formal and informal in an industrial company. This context will

also raise the discussion of why the people involved shall extend their knowledge and

increase their competence. These is-sues will not be a part of the report.

Current status for the stakeholders

The current educational status for the stakeholders may be summarized as follows:

- Welders and welding operator

The educations are being offered through basically three alternatives:

- Through VG 2 school system where the training is carried out according the

standardized learning plans (or course plans) from the government. These plans do not

meet the inter-national requirements nor the requirements of the industry


- Through special welding schools or institutes. This type of training follow the require-

ments in EN 287/ISO 9606 or ISO 14732. The focal point of this type of training is the

practical skills obtained through the education and training. The result will be, aftercom-

pleted course, a welding certificate. This education relies heavily on practical skills

train-ing and relatively little on the theoretical skills process upgrade.

- Education through education centres for adult personnel. These centres are following

the same training schedules as given in paragraph 2

- Welding and welding design engineers

A standardized welding engineers‘ course are carried out on a yearly basis through the

Høgskolen Stord/Haugesung. This education follows the Guidelines from EWF and IIW and

examination is according the EWF and IIW guidelines.

There is no education for education of designers for welding personnel.

- Operators and production personnel

The current status is that this type of stakeholders do not have any adequate education

facilities in Norway.

- Trainers and Instructors

After the initial education related to pedagogical topics, it is no additional training up-

grades offered to this personnel group. Many of the teachers and instructors do not even

have the pedagogical background for this type of job. From time to time on an irregular

basis different organizations takes initiatives for creating a forum for these trainers for

skills upgrade, but no lasting initiatives have been established.

Expected outputs The following outputs are envisaged in Norway:

new training models and services offering a new training framework, by inclusion of distance

training methodologies combined with active simulation of problem areas

A recommendation for planning the education within an industrial environment


A framework for the development of supplementary-to-formal-training educational mate-rial

by VET‘s to be based on the in-house know-how of a particular company

Proof-of-concept educational content for the validation of the methodology, to be tested in

the industry

Discussion of each stakeholder group

Technical disciplines like welding, represents a major category of adult education that is

critical to most aspects of modern society. Although there are many different types of

technical educa-tion, the fundamental nature of these are similar across all domains, both in

education of pure theoretical content as well as combined education with theory and practical

tasks.

Certain cognitive processes such as problem-solving and reasoning are particularly

important in engineering tasks. Since most technical methods involve some form of

mathematics, this is a critical learning domain. In addition, technical education often involves

innovation or invention; hence creativity is very important.

Most modern technical activities are conducted in a team setting with a great deal of

interaction among team members. This makes social learning and development highly

relevant to education. Furthermore, many engineers must perform some sort of planning

function, making this domain of skills relevant as well.

Like most other professionals, technical personnel must engage in lifelong learning in order

to stay current in their field. This means that self-directed and experiential learning is

significant for technical education.

Technical personnel must, in addition to being competent in the basics, be skilled listeners

for concerns of customers or clients, be rigorous in managing commitments and achieving

customer or client satisfaction, and be prepared for ongoing learning.

Welders and welding operators

Welders and welding operators must be qualified according the international certification

stan-dards. These standards will be EN 287-1, ISO 9606-2 through ISO 9606-6, ISO14732

and so forth or they may choose to follow the European Welding Federation (EWF)

Guidelines and In-ternational Institute of Welding (IIW) for Diplomas as International Welder

(IW) at different levels.


Fig 1. Graph showing the age distribution of welders in Norway.

The age distribution of welders shows at least four interesting aspects which should be

discussed in far more details than done here.

a) It is obvious that a number of welders are not educated through the school system.

This means that a high number of welders are educated through courses after the

ordinary school education have been completed. This means that such courses can be

as a part of on-the-job training or as a part of additional education carried out. It may

also mean that people with different background takes special courses in order to start

a new career as a welder. However the theoretical back-ground for the welders is not

defined in the findings and it may be assumed that they might come from quite different

sources. If this is correct it will explicit means that the only technical theo-retical

background that will have will be what is given through the welding course itself.


Again the long term effect is that these people may have limited theoretical knowledge

for the job they are going to carry out but they will gain their practical skills during the

life-long learning process.

b) It is also evident that a number of welders leave their occupation in their older age. This

means that they either get new job positions, (which do not require them to renew their

certificates) in the companies where they are working or changing their job. Again more

research should have been carried out on this topic in order to see what effects this

has on the knowledge transfer be-tween the welders themselves. Likewise it may be

assumed that some of these welders will be promoted to other positions, foremen etc.,

thus lacking more formal education.

c) Investigations have shown that the relative share of the people taking welding

education have been people that have problem with the theoretical content in the usual

school system. This can be a combination of different problems, like reading and

writing problems, as well as a general problem with the motivation of learning

theoretical material in young age.

The results may indicate that such students leave school as soon as the opportunity is

available and then return at a later stage for further practical oriented education. This

however, may also indicate that the education and pedagogical strategy should be

more practical oriented and use visual communication strategies for transferring the

message in the educational content instead of using an overwhelming content of

written material and web-based search for content.

Intermediate findings through questioning teachers for training welding personnel at

this level (E. Engh, 2006), indicate that an higher number than usual, have problems

with their reading skills as well as problems with colour recognition than compared with

other classes in the school system. Again this indicates that the use of visual

communication methodologies will strengthen the edu-cational environment when it is

combined with a face-to-face communication.

d) A study made in Norway in 2004 (E. Engh) also shows that there are an over-

representation of foreign people in the age of 25 to 35 in the population of welding

personnel.

This indicates two new aspects.

1) Foreign workers, specially from outside Scandinavia and Northern Europe has difficul-

ties in getting theoretical office jobs and consequently seeks practical opportunities

where there is a lack of skilled people and where the payment is relatively high.


2) These people are educated through short courses aimed at adult education and are not

reaching the labour market through the traditional education system. This may lead to a

lack of general background theoretical knowledge for the education. However the me-

chanical skills will be adequate with such education.

A simulation tool that will help the welding personnel to understand the consequences of

their welding activities without being required to understand mathematical problems or

algorithms will greatly enhance the education and fabrication process understanding of the

students.

Welding and Design engineers

A component consisting of metallic material is considered to be weldable by a given process

when metallic continuity can be obtained by welding using a suitable welding method. At the

same time the welds must comply with the requirements specified in regard to both their local

properties and their influence on the construction of which they form a part. Weldability is

influ-enced by three factors, namely material, construction and production, which are

essentially of equal importance for weldability.

Weldability of a given structure or component is a given through a combination of a number

of factors:

1. Selection of the right welding technique

2. Geometry of the component

• Material

• Accessibility

• Number of items

• Equipment

• Welding position

• Requirements

• Profitability


However both the welding engineer and the design engineer will take part in these decisions

from different perspectives in the product development phase.

From a Design Engineers point of view the job will consist of different phases:

Conceptual Design phase is where the engineer shall find the best overall design through

consid-ering various possibilities. The more complex the problem, the more concepts should

be consid-ered. Often this starts with a brainstorming session where all kinds of ideas are

measured. Having a reasonable list of functional requirements this point is extremely

valuable for assessment. In this phase the use of a relevant tool that can help the designer in

evaluation the different options from a cost point of view is of high importance.

The following detailed design phase is where the fundamental engineering is done.

Typically this stage of the design includes work in all the areas of the project—perhaps by

several individuals or teams depending on size and complexity. The routine generally

includes individual work as well as design review meetings at appropriate intervals.

Design review meetings typically consist of:

• Design analysis for adherence to inputs or requirements.

• Resolution of issues—especially those crossing between design teams.

• Incorporation of new knowledge and/or technology.

• Review of the design for manufacturing feasibility.

• Review of progress with respect to timing.

The principal design stage will normally (or should) include design optimization where areas

of the design may iterate in getting to the elegant solution. Again a powerful, yet simple to

use tool for evaluating the cost elements in the design is of vital importance.

A study carried out at Werkzeug Laboratorium in Achen (WZL) in the mid 70s showed that

the total cost of the product has been decided at this point of the product development

phase.

The Welding Engineers task is usually focused more on the direct production related

activities, although the welding engineer should have a release function related to new

designs in order to secure that the design itself meet the production requirements.

A welding Engineer will also be the Welding Coordinator of the company and its functions,

tasks and responsibilities is defined in ISO 14731.

However, some of the key elements are the evaluation of costs and cost factors, finding the

most appropriate welding technology for a given joint configuration and investigate possible

invest-ments and planning the daily work in details, both on the execution side as well as on


the long term planning side. One of the elements is the evaluation of alternatives and seeing

consequences of a given task.

A simple simulation and visualisation tool for these purposes will be of out most importance

in order to elaborate the alternatives.

Operators and production personnel in fabrication

One of the many problems in a production chain or flow is that the operators and many of the

production personnel is directly targeting the micro level at their departments, focusing on the

best production flow and highest throughput.

The macro level of the product may easily be forgotten in such a case and the economical

conse-quences will easily be forgotten.

A simulation tool that can span both the micro and the macro level will help the production

chain to see the consequences of their decisions in a broader scope, thus saving direct costs

and valu-able time in the production.

An example can be that if a welded construction is tack welded with an overall root opening

with 2 mm instead of 1 mm. Or as an example the consequences of welding 1500 meters

with fillet weld and a a-size of 7 mm instead of 5 mm will give great consequences of the total

costs. It may very well be that the assembly and tack welding of a joint is being done in a

different department of job group than the welding itself.

Fig 2. The cost altering in dependence to the production phases.

Teacher and Instructors

For the teachers and Instructors the emphasis should be placed on ―students doing the

right thing� rather than ―doing things right.� Clear career development options should be

available to students for promotion and increased responsibility. Their main tasks will be to


create and cultivate an environment that ensures that the students feel excited, enthused,

challenged and committed and use the appropriate skills in the right place.

However as we already has seen an approximately 15 -20% of the students are not

motivated for theory or mathematical problems. And it may very well be that the same

relations are valid for the teachers and Instructors since they are coming with the same

background as the students.

Lack of expertise can be observed both with respect to technical aspects as well as the

pedagogi-cal aspect as well. The ever-increasing use of e-learning technologies and blended

learning places the teacher in a position to having to learn and implement new skills and

pedagogical strategies. The traditional learning environment where the teacher serves as the

source of knowledge may now change so that the teacher only can relay on the technical

skills but has to renew and adapt both new presentation technologies as well as new

pedagogical frameworks. Multimedia course design, new tutoring methods, managing work

groups and activity based training are all aspects of the new teaching and skills transfer

paradigm facilitated through the new and emerging tech-nologies.

In order to achieve the proper motivation of the students, teachers need to obtain knowledge

of the effective use of the technologies as well as the pedagogical tasks that need to be met.

The utility and deployment of new Visual Communication and Collaboration technologies

(VCC) is currently limited due to the lack of knowledge systems for the publication, retrieval,

and dis-semination of independent expert knowledge and best practice information as well as

the lack of services for demonstrating VCC features. This includes (i) suitable pedagogical

models for new teaching methods and new learning styles in these frameworks (ii) didactic

use of VCC technolo-gies in distributed, interactive distance learning environments (iii)

diffusion of technological know-how due to very fast technological developments, often

resulting in obsolescence of tech-nology within 6 months (iv) deployment of updated,

pedagogical, and relevant high quality VCC training methods/programs (v) organizational

considerations at all levels in an institution required to ensure successful VCC deployment.

The needs of the teachers are the following:

Best practices and recommendations on how to update their well developed tech-niques and

educational content for reaching new student segments, including profes-sionals and

learners interested in distance or self paced learning. This includes a number of issues

including how to engage learners over video conferencing links, how to present in a manner

that in not distracting for learners, how to best take ad-vantage of the camera and screens to

simulate one on one communication with the learners, etc.


Technical information for supporting technical staff on how to best set-up confer-ence rooms

to reach specific number of learners. While instructors are not expected to know the technical

aspects of video conferencing communications, technical person-nel should be well

educated to ensure effective communication that takes advantage of the full capabilities of

the technology.

Having access to relevant tools that allow them to bypass the difficult tasks in teach-ing

theory and mathematical problems. The use of new simulation tools will then both help the

teacher and instructor to focus on the key elements in the training and let the students

access tools that will enable them to study the consequences of decisions.

2.3.2. Requirements for the market in Slovakia

In 1992 VUZ, as the main research organization for welding technology in Slovakia,

has joined the activity of Welding Institutes in Europe and became an observer in European

Welding Federation. EWF has developed education system which is based on so called

Authorized National Body (ANB). Always one organization from the country is appointed by

EWF to supervise the education within one country. The supervision consists of

implementation of European education system, approval of training bodies, the examination

and awarding diploma to the students who successfully have passed exams.

European welding engineer and technologist courses have been introduced in

Slovakia supervised by TWI Ltd. in period 1992 till 1997. VUZ organized EWF Annual

Assembly in 1994, passed EWF audit and became a full EWF member in 1996. VUZ has

received full authorization for education of welding specialists for the level EWE and EWT.

Since then VUZ activities as ANB were extended to the following range of qualifications:

• International welding engineer according to Doc. IAB-252-07

• International welding technologist according to Doc. IAB-252-07

• International welding specialist according to Doc. IAB-252-07

• International welding practitioner according to Doc. IAB-252-07

• International welding inspector level C, S, B, according to Doc. IAB-041-2001/ EWF-

450

• International welder according to Doc. IAB-089-2003/EWF-452, 467, 480,481

• European welder of plastics according to Doc. EWF-581-01.

• According to the EWF system the education of welding personnel is performed by

training bodies (ATB) for welders or welding specialists.


• Altogether five training bodies (Approved Training Body – ATB) were approved by

Authorized National Body in Slovakia until now:

• two ATB approved for welding specialists courses at VUZ – PI SR, Bratislava,

• Faculty of Agricultural Engineering, Nitra

• two ATB for welders of plastics

• one ATB for welders.

The education and training of welders is performed mainly in welding schools. Almost

100 welding schools perform this education in Slovakia. Welders, who have passed the

education, are examined by Certified Bodies in order to receive certificate according to

national or international standards.

Certification system has been established in 1993 in Slovakia. First Slovak National

Accreditation System has been founded in 1993. Subsequently Slovak National Accreditation

Service (SNAS), a state government-subsidized organization, was established in January

1998. This organization was authorized by the Ministry of Economy of the Slovak Republic

as an accreditation body to execute accreditation in Slovak Republic.

Slovak National Accreditation Service is:

- a full member of EA (European co-operation for accreditation) and the signatory of

EA MLA (Multilateral Recognition Arrangement) in the field of:

testing and calibration laboratories (2001),

products, QMS, EMS and persons certification (2002),

inspection (2003).

- a full member of ILAC (International Laboratory Accreditation Cooperation) and IAF

(International Accreditation Forum) and a signatory of:

ILAC MRA (Mutual Recognition Arrangement) in the field of

testing and

calibration laboratories (2001)

IAF MLA (Multilateral Recognition Arrangement) in the field of:

QMS certification (2003),

Products and EMS certification (2004).

VUZ has applied for the accreditation according to EN 45013 to be Certified Body for

certification of welding personnel in Slovakia already in 1993. Since then the certification of

welding personnel began in Slovakia.

Altogether 4 organizations are accredited for certification of personnel in welding in

Slovakia now:

WELDING RESEARCH INSTITUTE – INDUSTRIAL INSTITUTE SR,

FIRST WELDING COMPANY,


TRANSPORT RESEARCH INSTITUTE and

ASSOCIATION OF WELDING SPECIALISTS

These organizations can issue certificates to the welding personnel who fulfill

requirements of the national or international standards.

The scope for certification of these organizations is following:

WELDING RESEARCH INSTITUTE – INDUSTRIAL INSTITUTE SR

• welding engineer,

• welding technologist,

• welding specialist,

• welding practitioner,

• welding instructor,

• welding inspector – level C, S, B,

• welder according to EN 287-1+A2, EN ISO 9606-2,–3,-4,-5,

AD 2000 - Merkblatt

• welder - operator according to STN EN 1418,

• welder of plastics according to EN 13067

• brazer according to EN 13133,

• technologist for welding of plastics,

• certified European welding engineer

• certified European welding technologist

• certified European welding specialist

• certified European welding practitioner

FIRST WELDING COMPANY

• welder according to EN 287-1+A2, EN ISO 9606

• brazer according to EN 13133,

• welder of plastics according to EN 13067

• welder - operator according to STN EN 1418,

TRANSPORT RESEARCH INSTITUTE

• welder according to EN 287-1+A2

There is no official information concerning number of all certificates issued to personnel

in welding in Slovakia.

WELDING RESEARCH INSTITUTE – INDUSTRIAL INSTITUTE SR [2]

certified welders 12000 (approx.25000)

certified welding coordinators 840

certified plastic welders 1301

rubber stamps 77


The history of education in welding and the implementation of European education,

qualification and certification system for welding personnel in Slovakia have been introduced

in this contribution.

The wide range of activities under the EWF and IIW leadership brought an important

and positive change for Slovak industry. Implementation of all welding qualification levels into

international (ISO) and national standards (CEN) has completely changed the position of

welding personnel in production in Slovakia compared to earlier time. Of course a good

knowledge and professional level of experienced welding specialists and welders already

present helped remarkably to the fast implementation of the EWF education system in

Slovakia.

Welders and welding specialists get good knowledge during EWF courses and due to

international recognition are more flexible on the market not only within the own country

2.3.3. Requirements for the market in Hungary

Stakeholders

stakeholders were defined earlier (see 2.2.3.).

Current status for the stakeholders:

- teachers and instructors in VET schools for welders: new

- qualified and/or certified industry welders:

- welding students in VET schools and higher eduction: new

- welding managers:

the welding coordinators, engineers, technologists, specialists and practitioners, and foremen

will have a better understanding on welding processes and this will help them to choose and

prescribe the right welder‘s qualification and/or certification can prepare in his/her workplace

better WPS as well. All these could be may be must done in the frame of Activity Based

Training (ABT).

- company owners:

the main results and benefits are obvious, having well educated in workshop welderstaff –

customers are satisfied, less rework, better reputation etc. These results could be maintained


and reached if implementing low cost and ABT based simulation training program in

workshop welding education and/or operation

- customers of welded products:

they will be more satisfied if welded product will have a better quality and reliability,

- welding associations:

the task of the MHtE is disseminate and implement the results of the EuroMecca project

through the members and owners cca. 30.000 empolyees of the association.

Discussion of each stakeholder group

The vocational education has special tasks even in life-long learning (3L) and adult education

as well. People who are older and/or others who must change their professional life to get

new job possibilities and qualification or who are unemployment and choosing welding as a

new profes-sion can benefit from the ABT based high efficiency theoretical and practical –

EuroMecca - education program getting reliable knowledge base and skills in welding.

The cognitive processes are supported by ready made and user‘s friendly – in EuroMecca

project developed – interactive software programs. This means participants of simulator

based welding courses can manage with this study technique and learning tool and method

the most complicated part of a welding course e.g. mathematics, economy, etc. This new

combined but easy to handle method will force the capability of the participants to be

developed for getting more skills in in-novation as well.

This new learning method could be used in team work as well. The learning process itself

could the more efficient if it is performed in team work adaption because there is the

possibility to get more information on welding and this will improve the collective cooperation

among par-ticipants be them students, qualified engineers, technicians and industry welder.

Welders and welding operators

The ABT and simulator learning tool is prepared in line with the European and international

regu-lations for welding personnel (engineers, technicians, welders, inspectors etc.) and the

related ISO, EN standards (see above), EWF -; and IIW Guidelines for international welding

engineer, technician, welder etc.

The age pyramid of the Hungarian welder‘s community is as follows:

The average age of the Hungarian welders are: 39 years,

The distribution of welder‘s age is between:

20 - 30 years: 16 %,

31 – 41 years: 40 %,

41 – 50 years: 36 %,


50 and older: 8%.

The welder‘s age pyramid gives information for some conclusions:

a) a great number of welders were educated in special courses after the ordinary school

education – as new method in Hungary these courses could be later organized on the

basis of ABT based welding course. This majority of participants have generally very

different and low level input knowledge on industrial experiences The EuroMecca

project will help to dispose of this contradiction and the level of welder‘s professional

knowledge and skill could be in line with severe requirements of the welded product

relating quality and customer‘s needs.

b) The Hungarian data suppose and are in line with the international trends. It means the

majority of welders are in about their 31 – 41 ages. It means the welder‘s community in

a workshop is belonging to the younger generation and generally they can not take

over the practical experience of the older generation.

The 3L with the ABT and simulator based training can be a powerful tool helping to

solve this problem.

c) As the age distribution shows the majority of welders are belonging to the young gen-

eration more or less finishing their normal school studies. One of the general

characteristic for these people is the lack of the necessary training and knowledge on

the basic theoretical knowl-edge (reading, writing, physics, mathematics, etc.) and

there is another reason, the well spread dyslexia too, and some others like ethical

problems, etc. All of these cases hinder to obtain fun-damental knowledge of

professional theoretical processes in welding.

These types of youngsters need special learning method and ABT- simulation method as it is

in the EuroMecca – project could be right one. The EuroMecca method as an IT based

interactive vis-ual/distance learning method helps to acquire the adequate knowledge and

skills necessary for welding.

FINAL SUMMERY:

In Hungary the welding is not popular profession and after ten years if this generation will be

in age of retiring the number of welder‘s community will be significant less. Therefore it is

very important that the education of young generation should raise the interest and

motivation for welding using ―colourful� (interesting) pedagogical tools for making more and

better understand-ing this issues.

Welding and Design engineers

According to experimental general statistical data about 75 – 85 % of all catastrophes (crak-

ing) of welded products/structures have a strong connection to design.


The task of welding and design engineers is the decision. It means they must decide which

base materials, welding processes, welding materials, geometrical form of welded joints, and

forms/shapes of designed components/parts (construction) are the more suitable/appropriate

for carrying the load originated from planned and practical usage and the welded

product/structure must serve till the end of its determined (specified) life cycle. This is the

problematic of weldabil-ity and fracture mechanics as well.

Design is a common activity, a team work and the participants are the designer(s) and

welding technologist (engineer, welding coordinator according to EN ISO14731). They have

several methods e.g. project meetings, risk-; and function assessment, value analysis,

manufacturing costs calculations, feasibility studies on realising working tasks (e.g. analyzing

the weld joint prepara-tions) and verification. All these have the aim to define the final version

of product design and later during practical testing they validate it. That is the reason why

manufacturing costs, produc-tivity and manufacturing time mainly depending on quality of

design.

In this product and fabrication preparing process the EuroMecca – project results offer good

possi-bilities for estimating the main characteristics for different temporary version of welding

proc-esses, joint preparations and fabricating cost factors. This helps to find an optimal final

solution before starting the manufacturing.

In Hungary there is no education for welding designers perhaps in this year (2009) in one of

the universities will start the education for designing of welded structures. In Hungary in

present days there are two courses for International Welding Engineers at two technical

universities . where the tool could be adapted the results and evaluated by about forty

welding engineer candidates.

Operators and production personnel in fabrication

In the workshop the main task is manufacturing the welded product/structure. If the

manufacturing personnel is not aware of some basic factors influencing productivity and

fabrication costs then instead of economical and quality activities they will do a more or less

– may be - quantity based activities which could be less optimal..

Expected outputs

The following outputs are envisaged in Hungary:

1) a just-in-time on-the-job production workflow competence and knowledge transfer

approach,

2) a sound pedagogical model where theoretical training is always immediately followed

by practical training,



4) promotion of industrial quality assurance management designs processes where

students exchange their products several times during a course.

2.4. Basic technical and pedagogical information

2.4.1. Face to face training

The students and the teacher are in the same classroom. The teacher or oral or pactical

educates the students who are going to understand the teacher’s one’s. The educational

schedules are prepaired step by step sometimes theory somes praxis are educated.The

teacher use the blackboard, the students are going to write the teachers” infos.

2.4.2.Activity Based Training

The LdV founded MECCA pilot project (05-07) developed the new Activity Based Training

(ABT)

methodology, that allways follow the industrial production process, and where the

students always produce a final product. The ABT learning environment facilitate

1) a just-in-time on the job production workflow competence and knowledge transfer

approach,

2) a sound pedagoical model where theoretical training is allways immediately followed by

practical training,


4) promotion of industrial quality assurance processes where students exchange their

products several times during a course. ABT courses are structured in a number of work

orders, each containing a number of work-packages.


Figure 1: A graphical outline of the ABT methodology:

ABT principles may be utilized by in-company skills upgrading processes where the

production workflow is divided into work orders and work packages.

The new learning environment and the ABT model close the traditonal gap between VET

training and the industrial production process workflow. The methods are generic,

whereby they are applicable to European wide mechanical industry sectors (fabrication

industries, VET schools and SME’s). They facilitate a innovative solution for cost- and time

effective transfer of industrial production process know-how and technology knowledge to

SME at a just-in-time basis.

MECCA was the first project in Europe that actually delivered successfully ABT with high

quality in a commercial distance learning environment by mixing self directed learning, on-

site training, video streaming, and IP-based video conferencing. It has so far resulted in more

than 25 scientific per-revue articles, and numerous presentations and talks all over Europe.

EuroMECCA will slightly adapt the ABT pedagogical methodology by

i) improve and strengthen the on-site learning environment by utilization of digital

blackboards as a vivid and efficient presentation surface, and


ii) include services that support welders with self directed training through instructional

videos.

Distance learning will be pursued in Norway, while geographical constraints require that

Slovakia and Hungary utilize digital blackboards to enhance, strengthen and improve a vivid

welding science learning environment. The evaluation measures focus on the effectiveness

of the learning environment as a solution that engages students demand for theoretical

competence and knowledge.

The EuroMECCA learning approach is completely new in Slovakia, Hungary and Norway,

and represents the implementation of the modern learning tool in welding. It is necessary

mainly to train trainers in order to be familiar with new learning methodology, which brings a

new classroom environment for the students.

EuroMECCA addresses the need in a target sector involving effective knowledge transfer

and skills follow up in specialized and innovative mechanical industry companies, SME’s that

need to certify their personnel, and VET schools. EuroMECCA targets all the stakeholders in

this value chain:

• from welders to technical personnel, teachers and instructors in the industry, and VET

schools.

Dissemination of the new learning environment into a harmonized European training system,

help speeding up the necessary transformation process within the mechanical industry-

training sector

Short term target groups: Mechanical industry stakeholders that are engaged in

certification based training activities of i) welder instructors, ii) welder specialists, and iii) VET

schools.

The proposed learning environment may have a potential long-term impact of providing

training to more than 1.950,000 employees that need to be certified every second year. The

total added value by the Joining Industry in the European mechanical industry sector is

approx. 1600 Billion EUR, and the welding sector care for 4,8 % of the turnover in Europe,

i.e. approx. 82,8 billion EUR. EuroMECCA has a significant potential of disseminating

effective new training delivery solutions to SME in three European countries, due to the

innovative use and the relevance of distance learning methods and state of the art video

technology solutions for SME. Furthermore, VET schools will exploit more effectively a new

learning environment where the pedagogical methods promote and simplify in class

utilization of real industrial production process training and knowledge.


The main indicators to measure the progress of the project will be the following summary of

activities in WP 3,4, and 6):

• Training of welding personnel: Norway: 40, Hungary: 110 and Slovakia: 110 (260 in total)

• Welding instructor training: Norway: 15, Hungary: 25 and Slovakia: 20 (60 in total)

• Info to VET school personnel: Norway: 25, Hungary: 75, and Slovakia: 70 (170 in total)

• Demonstration to VET Schools: Norway: 5, Hungary: 10, and Slovakia: 8 (23 in total)

• Test companies that have got training: Norway: 6, Hungary: 8, Slovakia: 7 (21 in total)

EuroMECCA wishes to provide training materials to welders in Slovakia, Hungary and

Norway by using their national languages. Translation will be provided in the instructor

training courses.

The specific indicators are:

1. Give presentations of the project results in at least 8-10 international conferences

2. Publish at least 8-10 international papers at international conferences or journals

3. Publish 4-6 national papers

4. Participate in the 3-5 major European welding exhibitions during the life cycle of the

project.

EuroMECCA disseminates a new solution for providing quality assurance management

designs of industrial oriented production process training at VET schools and in-company

training. It will streamline in company developed training schemes including the extended

production process knowledge that it is desirable and necessary to transfer. This will lead to

a powerful just-in-time feedback and mentoring system towards SMEs for the verification of

the knowledge and the understanding of the knowledge itself.

Dissemination and deployment of the learning environment and ABT principles is expected to

significantly reduce deployment costs and the motivation for participating into in-company

training.

The production of the courses itself will be easier and more flexible whereby it that has the

potential of increasing the competitiveness of European mechanical industry organizations

within industrial production workflow. Please notice that the new methodologies maintain the

important social dimension of skills upgrading processes.

The instructor trainer activities may be utilized throughout Europe for all training organization

with the same scope of utilizing new learning environments, new pedagogies, blended

learning solutions together with video technology services, instead of only delivering

traditional classroom training.


The availability of new technology enabling larger population of mechanical industry trainers

to be trained through distance learning technologies, whereby it will strengthen and widen

the use of this technology in Europe. The project results will enable VET schools and training

SME bodies to analyze for the current status of their training technology and industrial

production knowledge and compare this with the requirements from the industry. The

consequence of such analysis will lead to a better match between SME industry

requirements and the educational and training courses delivered from VET schools.

Such issues need a European level approach due to the present standardization systems,

and the international guidelines for training of welders. The EuroMECCA project discusses

the conditions for their appearance and disseminates a new type of learning environment,

that offer new training measures and quality management assurance designs by utilizing a

new pedagogical methodology in combination with video technology that can be employed to

improve training results.

It is not possible for one or two partners to solve the problems that have been addressed due

to the complexity and skills needed, and the trans European user requirements, whereby it is

necessary to organize the developments across national borders.

The proposed new learning environment will be tested, exploited and validated in 3

European countries, targeting welder specialist training. Dissemination of project results,

however, will be pursued at a European scale by participation in the best international e-

learning and welding conferences in Europe.

EuroMECCA addresses dissemination of a new learning environment in the welding sector in

Slovakia, Hungary and Norway. The activities have a potential to be transferred to at least 30

European countries through the European Welding Federation, by utilizing the MHtE and

VuZ membership. Furthermore, the proposed technical solutions and pedagogical methods

may be transferred to all kind of skills upgrading process where training follows an industrial

production process approach, e.g. electrical engineering or plumbers.

Linguistic challenges are maintained by translation of the main project results and

educational material to the end-users in Hungary, Slovakia and Norway.

The MECCA project developed a set of new pedagogical methodologies that represents a

new generation of training scenarios for the mechanical industry sector. The promote

exchange, distribution and reuse of educational material, whereby it significantly reduce the

cost of producing high quality digital learning material. It may at the end results in the

development of a European repository containing learning objects from the welding sector.


The EuroMECCA methodologies for life long skill development are generic and applicable in

other economic activities. Specifically, EuroMECCA promotes the sound deployment of video

technology, whose advantages are vivid presentations of good practices, errors, procedures,

etc. and the increase in face-to-face communication between instructor and learner through

video-conferencing based instruction. Included is transfer of competence obtained in basic

education, and transfer of expert knowledge, which is obtained in real production

environments.

These advantages are applicable in other sectors within manufacturing for use on the job

training and require accurate and vivid demonstration of processes as part of the training

process for professionals. These sectors could take advantage of EuroMECCA

methodologies for activitiesbased training as well as the EuroMECCA good practices on the

use of video communications within skill development. That is, synergies can be identified

between the welding sector and other manufacturing economic activities. Such sectors may

include but not be limited to construction, production of goods (such as electronic, vehicles,

etc), food production, etc.

This task identify sectors that could potentially benefit from EuroMECCA outputs and will

explore the potential of adapting EuroMECCA outputs to take advantage of synergies

between them and the welding sector in terms of skill development.

Dissemination and exploitation strategy:

The foreseen main target group is the mechanical industry, which is the second largest

outsourcing sector world wide with 150b Euros worth of contracts. To evaluate the project

results, the consortium will apply the proposed learning environment models to the welding

industry, which is part of the wider mechanical industry sector, and VET schools.

The consortium includes international bodies (the VuZ and MHtE) that set welding

processing standards and have a direct interest in the improvement of the training

procedures for a high-risk industry such as welding. The participation of international bodies

reflects both the urgent need for continuous training improvement for the benefit of the

industry, the workers, and the general public as well as the consortium commitment to the

adaptation of results at a European level through the European Welding Federation network,

which VuZ and MHtE are members.

The following stakeholders will directly benefit from project results:


• Mechanical industry welders, who are required to meet high performance standards for

the industry, possibly at a remote location, that produces components for a large and global

company.

• Production managers, engineers, operators and production personnel in fabrication

entities.

• Mechanical industry organizations representing workers and employers

• Mechanical industry trainers: i) employees within large mechanical industry companies,

ii) employees of small training institutions, which typically have not the capacity to have full-

time training employees

• VET schools offering for instance in-company training programs EuroMECCA uses a three

tire strategy for implementation at national and European level (by EWF): i) highlighting the

needs of the instructors and trainers, ii) focus on welder specialists and welding industry, iii)

implementation at national level the courses that has been adapted from the MECCA project.

The EuroMECCA valorization goals are the maximization of usability; acceptability,

accessibility and value added to the product transfer process in a real industry case

with the industry partners in the project.

To ensure that project outputs will have maximum impact to the mechanical industry sector,

the following methods will be used:

1. Specific evaluation measures and indicators of be identified at the beginning

of the project implementation period and will serve as the basis for multidimensional

assessment. Foreseen evaluation goals could include: (1) efficiency of the GAP analyzes for

the knowledge gained through life-long learning in the reference companies and VET school

training 2) efficiency in the creation of the new training system for the product transfer 3)

implementation of the transferred know-how to workers in SME-companies 4) effectiveness

of the blended learning method through the knowledge transfer process for tutors/mentors on

both sides, the sender and receiver 5) ease of use of the proposed methodologies.

2. Generation of unbiased feedback on project outputs and processes through

external valorisation that will engage user groups unrelated to the consortium, and

specifically industrial companies in Slovakia, Norway and Hungary.

3. Engaging external expert(s) will offer feedback and input. It is expected that at least one

will have a background in the development of pedagogical methodologies. This part of the

strategy will take place in the latter half of the project implementation period to ensure that

outputs are relatively mature, but early enough to allow the integration of results into

deliverables.


4. Internal validation will be pursued through the identification of milestones and periodic

communication including all partners whose expertise is complementary for effective

implementation of the proposed outputs.

5. To ensure that results meet end user needs, the consortium will follow the directions of the

European Welding Federation (EWF) with regards to international standards, including EN

287-1, which is the most commonly used certification standard for welders in Europe as well

as EN ISO 9606.

6. The engagement of European level representatives of stakeholders, including

workers and employers, throughout the project implementation period. These worker

representative bodies will be engaged early in the project implementation period, starting

from the definition of user requirements, to ensure that final results will meet end user

needs

Capacity Valorisation:

The consortium has a strong industrial presence and includes partners like MHtE, VuZ, HiST,

QM Soft, and Smartcom with strong ties to the mechanical industry in Slovakia, Hungary

and Norway through numerous projects and developments. The experience of these partners

led to the identification of inadequacies in the current training system and into the

development of this proposal for effective instructor training course delivery. These partners

have experience in training standards with regards to VET in the welding industry, as well as

experience in interacting with the European Welding Federation.

Furthermore, MHtE, VuZ, and Smartcom, are already engaged strongly in technology

transfer.

Furthermore, the consortium includes partners whose mission is the training of adults for

re-entering the workforce. VuZ, MHtE and HiST has a large number of contact points

throughout Europe (as well as countries outside Europe) and has guided a large number of

individuals in a wide variety of topics with the aim of improving their skills and making them

more competitive in the job market.

This industrial approach ensures that the results will be implemented in a practical industry

case, and that follow up projects can utilize the project results in similar knowledge transfer

programmes. The partners have broad experience in technology transfer by traditional

methods and will clearly see and utilize the benefits from this consortium. All partners are

also familiar with the existing training programs from VET schools.

In addition, the consortium includes partners with experience in the development and, most

importantly, the evaluation of training methodologies, which will ensure that a sound

evaluation strategy is developed and the results will be integrated into project outputs.


The consortium includes only partners that have various level of experience with EU founded

projects. Staff within HiST and PsiBeta has lead 6 Socrates and Leonardo rojects

within the last 5 years. Finally, all partners are active in the dissemination of their current

work through numerous publications and presentations to conferences and journals. The

Coordinator of the project has published more than 60 per-reviewed articles to international

scientific conferences during the last 5 years.

With this network, the consortium is convinced that the project results will be developed with

the end users in mind and will be delivered to the appropriate channels of welding

companies, welders, training institutions, and welder organizations/bodies.

Steps of the ABT

Modul1

This course has been developed through the EUREKA Project E! 3118 European Welder

and the Leonardo da Vinci project MECCA. It follows and meets the requirements of the

European Welding Federation (EWF) Guideline for European Welder.

In this Module you will get all the required documents for creating a foot or stand for a

Christmas Tree . The foot is relatively small, but can be used for trees up to a certain limit in

height.

Complete list of resources with a Work Order and relevant documentation required for

creating an object during this Course.

Modul2

In this Module you will study Quality Control and Quality Assurance and you will be asked to

discuss these topics with other students as well as with your teacher.

Principles of Quality Assurance and Quality Control relating to Mild Steel The reference

material also covers topics like:

• Drawing Symbols

• Joint Design

• Health and safety during material handling and cutting

• Basic material knowledge

Principles of Quality Assurance and Quality Control relating to Mild Steel Welding. The

reference material also covers topics like:

• Drawing Symbols

• Joint Design


• Health and safety during material handling and cutting

• Basic material knowledge

• Multiple Choice Questions

Modul3

The topic of the following activity is to fetch the materials, to mark them for cutting and to

carry out the cutting process. By doing so, you should also be ready to discuss in the

upcoming Forum in the next module, the tolerances given in the work order and relate that to

the parts that are going to be cut. The parts shall meet the requirements in the Work

Specification.

Different cutting methods, gas cutting versus plasma cutting may be a topic here. Safety

precautions related to cutting must be discussed.Relevant documents.

Modul4

This section concentrates on the understanding and use of a Welding Procedure

Specification (WPS). The importance of using WPS as the main document or the welding

parameters should be discussed. The essential variables in the document should be studied

as well multiple choice questions

Modul5

This module will be focused on the assembly of parts into a product. By doing so, you

should also be ready to discuss in the upcoming Forum in the next module, the

tolerances given in the work order and relate that to the assembly. Multiple choice

questionnaires

Modul6

This Module is the first Module where you are introduced to the welding technology

itself. By doing so, you should also be ready to discuss in the upcoming Forum in the

next module, a variety of topics related to the technology. These will be topics related to

the welding process and also topics related to the effects of the welding process. These

topics are crucial for the understanding of welding technology and it is therefore

important that you fully understand the technology before you are moving into the later

modules.

Module7


Here you really start to gain practical skills and also competence. You shall weld the

structure/product that is specified in the work order. Before you start the practical

welding you may choose to test on some scrap plates in order to feel comfortable to

really weld on the product itself. During the welding process you may also take into

consideration the tolerance requirements as well as other requirements specified in the

work order. Just as important as the welding is how you perform the health & safety

aspects (as discussed earlier in the course) both for yourselves, the other personnel in

the workshop, as well as aspects directly related to the welding process itself as

specified in the resources in this Module and the relevant documents

Modul8

In this module we will focus on two important topics related to the quality of the product,

a) inspection, testing and verification, and b) Welder Certification.

a) The product has to be inspected and verified in order to verify that the quality has the

required level. Some of the most common verification methods will also be discussed in

this Module.

b) In order to meet the quality requirements in International standards (ISO/CEN),

product standards and EU Directives, it is mandatory that the welder has a minimum

skill, knowledge and competence. This can be documented through Certificates and/or

Diplomas. The enclosed documentation will give examples of such Certificates and

Diplomas.

The following skecth shows the principles of penetrant inspection, which is one of the

inspection methods that will be used in this module.Multiplle choice questionnaires.

Modul9

Before the product is delivered it has to be documented that it fullfills the requirement in

the contract, ie the work order. In this module we will create the required documentation

and carry out the necessary control and verification. At the end of this Module a

documentation package shall be created covering the requirements. Before the product

is delivered it has to be documented that it fullfills the requirement in the contract, ie the

work order. In this module we will create the required documentation and carry out the

necessary control and verification. At the end of this Module a documentation package

shall be created covering the requirements.


Modul10

Summarising and evaluation by students

2.5. National and European level stakeholder mapping

2.5.1. Specification of cases

There was made a ppt training material with 10 modules to show how to create an

educational step that means the logical steps in order to reach a result. The showed product

the Christmas Tree foot only an example. The teacher can change the product type but he

can work out a new educational additional material as the example.

It means, important is that has to be shown the procedure of the product

manufacturing.

2.5.2. Specification of user levels

For the students

1. Should be able to access the system

2. Should be able to manufacture own productpart .

3. Should be able to assembly own a product.

4. Should be able to work with partners/teamwork/

5. Should be able to fullfill and use documents./paper /

6. Should be able to weld the productparts..

7. Should be able to repair the imperfections.

8.Should be able to decide that the product after the manufacturing deliverable or not

For the teachers

1. Should be able to teach the students by ABT

2. Should be able to manage the students, to let free moving during the

procedure

3. Should be able to leave the old system


2.5.3. Who is actually the user?

The students

In EuroMecca project the major user group will be the young person, most probably in the

age under 22. Traditionally it will be a male although female welders and welding personnel

will be more common in the years to come.

We may assume that the user has low theoretical background but has acquired good

practical experience through the job he already has possessed.

We may also assume that the reason for seeking more education may be some of the

following reasons:

• Have been asked to apply for this education

• Need to have this additional education in order to be able to do a given job

• Want to be promoted at a later date

• The student is most probably motivated for this education

• It may happen he has to take this education in his free time, that means to have

additional working hours to be done as well

• We may also assume that it is the company that pays for the education and not the

student him/her selves

The teachers

The role of the teacher is to facilitate learning. This includes:

• setting a positive climate for learning,

• clarifying the purposes of the learner(s),

• organizing and making available learning resources, stron industrial contacts

• balancing intellectual and new emotional components of learning,

• sharing feelings and thoughts with learners but not dominating.

Accordingly, learning is facilitated when:

• the learner participates completely in the learning process and has control over its

nature and direction,

• it is primarily based upon direct confrontation with practical, social, personal or

research problems,

• self-evaluation is the principal method of assessing progress or success. It also

emphasizes the importance of learning to learn and an openness to change.


technical education, the fundamental nature of is similar across all domains, both in

education of pure theoretical content as well as combined education with theory and practical

tasks.

Certain cognitive processes such as problem-solving and reasoning are particularly

important in engineering tasks. Since most technical methods involve some form of

mathematics, this is a critical learning domain. In addition, technical education often involves

innovation or invention; hence creativity is very important. The use of simulation will be an

important task for the reflec-tion process

Most modern technical activities are conducted in a team setting with a great deal of

interaction among team members. This makes social learning and development highly

relevant to education.

Like most other professionals, technical personnel must engage in lifelong learning in order

to stay current in their field. This means that self-directed and experiential learning, is

significant for technical education.

2.6.. Conclusions

The expected effects of EuroMecca project are:

• to get deeper professional knowledge,

• to have internationally recognized knowledge basis,

• to have internationally recognized pedagogical system for welders,

• having greater motivation and interest to be welder

• having efficient learning method for distance learning,

• having increased sense for economic issues related to welding,

• having a modular learning system which could be developing for another and dif-ferent

welding processes,

• disseminated results of the Mecca project

• new ICT and VC tolls involving to the european educational system

2.7. References

.Project proposal see: http://prosjekt.hist.no/euromecca

.Partners’s resourches /Norway(Erik Engh), Slovakia(Lubos Mraz) ,Hungary(Bela Gayer and Dr Geza Gremsperger)

.QMsoft homepage: http://qmsoft.lamsinternational.com/lams/index.html

.Mecca homepage: prosjekt.hist.no/mecca


2.8. ANNEXES:

Questionnaires and evaluation form to the students and the teachers( from VET

schools and SME’s.

2.8.1. Teachers

1. Ön szerint a tevékenységen alapuló oktatás Magyarországon bevezethető-e a szabad piaci oktatásban?/ What is your opinion about the ABT, could be implementing in Hungary to the free welding market?

Igen/yes Nem/Not

2. Ha nem, kérem indokolja meg max. 2 mondattal döntését? If the answer not please give some reasons for it.

……………………………………………………………………………………………

…………………………………………………………………………………………….

3. Ön szerint az itt elhangzottak hasznosak lehetnek a hallgató képzésben? What is your opinion: what you have been listened during the course to, could be usefull to the education of the welders?

Igen/yes Nem/not

4. Ha nem választ adott kérem indokolja meg döntését. If the answer not please give me some reasons for it.

……………………………………………………………………………………………

…………………………………………………………………………………………….

5. A tanfolyamon látott videotechnika, Smart tábla és az internet/videostreaming eszközrendszer alkalmazható a magyar hallgatóképzésben? During the train the trainer course you have been informed a lot of the using of the Smartboard, internet, videostreaming, viedoconference. Can be involved these tools to the hungariam educationsystem?

Igen/yes Nem/not

6. Vállalkozik Ön arra, hogy mint multiplikátor személy továbbadja az itt elhangzottakat?


Do you undertake as a multiplicator teaching the during the course attainted knowledge?

Igen/yes Nem/Not

7. Vállalkozik arra, hogy a tevékenységen alapuló hegesztő oktatást a gyakorlatban egy konkrét tanfolyamon oktatná és a látott eszközöket alkalmazná? Do you undertake by you that the ABT and the informatictools will be teaching during a given welding practical and theoretical welding course ?

Igen/yes Nem/Not

8. Ön szerint mi legyen a kimenetele a hegesztő tanfolyamnak? What is your proposal to finish of the welding course ? See below:

igazolás, hogy résztvett a tanfolyamon/ Certification for the welder that he has been participated at the course.

diploma vagy örökérvényű képesítés/Diplom /qualificatiom/ for evig valid

hegesztői minősítéséről tanúsítvány EN ISO szabvány szerint/ Only a qualification and certification by the EN 287-1.

ha lehet a 2. és 3. lehetőség/ if it is possible the first and the second choices

9. Ön szerint a tevékenységen alapuló képzés a hegesztésben milyen költségszinten mozoghat? What is your opinion about the costs of the ABT training.?

drágább mint a mostani OKJ képzés/ most expenzive as the current hungarian system

drágább, mint a Nemzetközi Hegesztő képzés/ most expendive as the Intenational Welders educationsystem

Olcsóbb bármilyen ismereti képzésnél/ Cheeper as the current all educationsystem

biztosan olcsóbb/ cheaper but I dont know the degree.

10. Szükségesnek látja, hogy e témában további ismeretet sajátítson el? Would you like to hear more about the ABT and it tool?

Igen/yes Not


2.8.2.Students

Evaluation of the students’ satisfaction Értékelő kérdéslista tanulók véleményének megismerésére.

MHtE summarized the students’ opinion in two ways: At first a general opinion is requested of their satisfaction. They are offered to give marks on the questions from 1 to 5, out of which mark 1 was the worst and mark 5 the best.Az MHtE a hallgatók véleményét két úton gyűjti be: Először általában véleményezteti a hallagtókat .Azt kéri, hogy adjanak egy osztályjegyet 1-5 ig ahol is az 1 a legrosszabb jegy az 5-ös a legjobb, ahogyan ez Magyarországon van.

The questions are as follows.A kérdések a következők:

1. What is your opinion of the level of requirements of the course?

Mi a véleménye a tanfolyami követelmények szinvonaláról?

2. To what extent are you satisfied with the knowledge acquired?

Mennyire elégedett a tanfolyamon szerzett új tudással?

3. What do you think about the possibilities of utilization of this knowledge in your field of activity?

Mennyire tudja Ön alkalmazni az itt hallotakat, tanultakat?

4. Evaluate, please the lecture notes and training aids

Kérjük értékelje az oktatási anyagot az oktatási segédleteket..

5. Evaluate, please the equipment of the schoolroom and the workshop.

Kérjük értékelje az osztályterem eszközeit és a műhelyt.

6. To what extent are you satisfied with the proportions of the theoretical and practical parts of the course?

Hogyan értékeli az itt elhangzottak elméleti és gyakorlati részeinek arányát.

7. Your evaluation of the course altogether.

Az Ön értékelése összeségben?

8. Are you satisfied with the level of additional services?

Az egyéb szolgáltatásokkal Ön elégedett?


Evaluation form

5=KITÜN� 4=NAGYON JÓ 3=JÓ 2=GYENGE 1 =NAGYON GYENGE

No. 5 = EXCELLENT, 4 = VERY GOOD, 3 = GOOD, 2 = POOR 1= VERY POOR 1 2 3 4 5

1 My personal evaluation of the practical organization of the course ?

Személyes benyomásom a tanfolyam szervezéséről.

2 My personal evaluation of the course documentation is ?

Személyes értékelésem a tanfolyam dokumentációjáról

3 My personal evaluation of the quality of the video material is?

Személyes értékelésem a videóanyagok minőségéről

4 My personal evaluation of using video material with English language is ?

Személyes benyomásaim az angol nyelvű videoanyagokról

5 My personal evaluation of the length of the video clips are ?

A videoanyagok időtartama megfelelő volt?

6 My personal evaluation of the video examples relevance to my work experiences is?

A videon bemutatott példák kapcsolhatók a munkámhoz?

7 My personal evaluation of the relevance of the course to my work is?

A tanfolyamon hallottak és látottak kapcsolódnak a munkámhoz?

8 My personal evaluation of the learning outcome form the video examples with subsequent discussions are?

A videok alkalmazása és a magyarázó szövegek együtt megfeleltek?

9 My personal evaluation of the effectiveness of the training methodology is?

Ennek az oktatási módszernek milyen a hatékonysága Ön szerint

10 My personal evaluation of the video material as a tool that improved the instructional process is?

Ön szerint a videoanyagok használata az oktatási folyamatokat segiti?


11 My personal evaluation of the video material as a “tool” that help improving my understanding of welding topics, for instance welding defects, is ?

A videoanyagok és más videokommunikációs eszközök alkalmazása a hegesztési folyamatokat, a tanagyag megértését elősegitette?

12 My personal evaluation of the training method as a “tool” that improved my motivation is?

Ez az oktatási módszer motivációmat javitja a szakma jobb megértésében?

13 My personal evaluation of the timetable in the course is?

A tanfolyam időbeosztásáról véleményem

14 My personal evaluation of the pedagogical effort of the course leaders is ?

A tanfolyam vezető pedagógiai törekvéseiről véleményem

15 My personal evaluation of in the future having access to more video clips demonstrating advanced welding technique material is?

Lehetségesnek látja,hogy a jövőben több video készüljön és kerüljön alkalmazásra a hegesztéstechnikában?

16 My personal evaluation of in the future having access to more video clips related to examples from real working life, is?

Lehetségesnek látja ,hogy a jövőben több video film kerüljön alkalmazásra a valóságos munkákról mint legjobb gyakorlatok bemutatásáról?

Hogyan értékeli a termékorientált oktatást a hagyományos oktatási módszerrel szemben? How do you evaluate the product-oriented education against the traditional education?


Ha elmegy egy új tanfolyamra melyik oktatást kedvelné jobban a hagyományos oktatást vagy a videokummunikációval segitett oktatást?

In the next course, please explain why you want to use the new or the traditional learning environment ?

Mit javasol javitani az oktatási módszereken?

What is your suggestions for improving the efficiency of the new learning environment ?

Több videofilmet is láttak kérjük irja le vélemyét ezekről

You have watched a number of video clips during the course. Please write down any comments about them.


Az oktatás melyik része tetszett különösen Önnek vagy ami szorosan köthető napi munkájához

Which part of the training are most relevant for your daily work ?

AZ ÜRES MEZŐKBE KÉRJÜK X JELET TEGYEN

1-2 YEARS 3-4 YEARS 5-6 YEARS 7 OR MORE YEARS

YEARS OF EXPERIENCE WITH INTERNET?

HÁNY ÉVES TAPASZTALATA VAN AZ INTERNET HASZNÁLATÁBAN?

YEARS OF EXPERIENCE WITH COMPUTERS?

HÁNY ÉVES TAPASZTALATA VAN SZEMÉLYI SZÁMITÓGÉP ALKALMAZÁSÁBAN?

1-2 COURSES

3-4 COURSES

5-6 COURSES

7 OR MORE COURSES

HOW MANY COURSES HAVE YOU TAKEN THAT USED COMPUTER-BASED INSTRUCTION ?

HÁNY TANFOLYAMON VETT RÉSZT AHOL A VIDEKOMMUNIKÁCIÓS ESZKÖZÖKET ALKALMAZTÁK AZ OKTATÁSBAN?

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