FOR OPTIMISATION OF VOCATIONAL EDUCATION - uni … · Competencies necessary ... “A guide for optimisation of vocational education ... distinguishes the following curriculum designing

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EU LEONARDO DA VINCI PROJECT LT/01/B/F/PP-137 011

F O R O P T I M I S A T I O N O F V O C A T I O N A L E D U C A T I O NAND TRAINING PROGRAMMES

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INTRODUCTORY WORD ...........................................................................101

1. THEORETICAL FOUNDATIONS OF VOCATIONAL EDUCATIONPROGRAMME OPTIMISATION ..................................................................103

2. SECTORAL ANALYSIS .................................................................................1172.1. Research into motor vehicle work sector .............................................................. 120

3. OCCUPATIONAL (QUALIFICATION) RESEARCH ......................................1293.1. Composition of occupational (qualification) research ...................................... 1373.2. Work process stages ............................................................................................... 1383.3. Work objectives ....................................................................................................... 1393.4. Qualitative requirements for the work ................................................................ 1393.5. Work safety and environment protection requirements ................................... 1393.6. Technical, technological, organizational and didactical

workplace specifications ....................................................................................... 1393.7. Work organization specificities ............................................................................ 1413.8. Competencies necessary for the work performance .......................................... 1413.9. Technological and organizational work sector change and

its impact upon optimisation of vocational educationand training seeking for employment growth .Sector: motor vehicle technical diagnostics and repair .................................... 141

3.10. Practical recommendations how to performoccupational (qualification) research – interview withspecialists and work observation ........................................................................ 143

3.11. Functional analysis of motor vehicle mechanic’s work.Work area: chassis diagnostics and repair ......................................................... 150

3.12. Analysis of the research into competencies ...................................................... 155

3.13. Competence assessment ........................................................................................ 157

3.14. Continuing vocational education and training in motor service companies ... 158

4. ANALYSIS OF THE TEACHING PROGRAMMES ........................................1614.1. Teaching programme characteristics ................................................................... 165

4.2. Teaching programme analysis .............................................................................. 167

5. DEVELOPMENT OF THE TEACHING PROGRAMMES ..............................1775.1. Motor vehicle mechanic’s vocational training modules ................................... 1815.2. Parameters of motor vehicle mechanic’s vocational training modules ........ 183

PRACTICAL POLITICAL RECOMMENDATIONS ........................................189

CONTENTS

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Introductory word

Curriculum optimisation is, perhaps, one of the most contradictoryobjectives in vocational education and training area. The term “optimisation”bears an economic connotation, therefore, programme optimisation requiresnot only to evaluate the situation in work sector and determine the undergoingchanges and tendencies, but also evaluate and compare the vocationaleducation and training programmes of one area within the scope of a concreteregion or even the whole country. Vocational education programmeoptimisation, oriented to meeting new labour market needs and developmentof employability, requires a lot of time and efforts. On the other hand, duringthe process of vocational education and training programme optimisation,new qualification requirements emerge that have not been fixed in vocationaloccupation standards. It offers an opportunity to develop recommendations torenew vocational occupation standards, an important objective in thedevelopment of vocational education and training.

Vocational education programme optimisation also aims at expandinglearner employment opportunities, and it also requires a lot of efforts andconsideration while transferring activity sector needs into teachingprogrammes. A problem often arises when, after the investigation into workand qualification area, the results of the research are not utilized and teachingprogrammes are renewed on the basis of a rather superficial evaluation of thechanging labour market demands.

The authors of this publication evaluated the experience of German,Finnish and Lithuanian educational institutions and suggest concreteprogramme optimisation steps which were piloted during the Leonardo daVinci pilot project LT/01/B/F/PP-137 011 “Expansion of employability optimisingvocational education and training programmes”.

“A guide for optimisation of vocational education and trainingprogrammes” is a publication for the personnel of vocational education andtraining institutions, teachers and specialists who develop and renewprogrammes aiming at providing vocational school students withqualifications that correspond to today’s labour market demands.

Authors of the publication

I N T R O D U C T O R Y W O R D

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103

THEORETICAL

FOUNDATIONS

OF VOCATIONAL

EDUCATION

PROGRAMME

OPTIMISATION

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105

Vocational education and training programme optimisation directlyrelates to the optimisation of the curriculum seeking to satisfy labourmarket demands and interests and individual’s expectations as much aspossible.

The word “to optimise” (Lat. optimus – the best) means to find thebest variant or possibility from the existing ones. Optimised curriculumshould be realistic, economical and should guarantee employability andmobility in labour market.

Prof. R. Lauþackas (Vytautas Magnus University) defines optimisationas coordination of the goal-based teaching with time and other resources.Optimisation resources lie in the strengthening of intersubjectrelationships.

Rapid economic, technological and social development exerts impactupon the need for new competencies and skills and often broadens thelimits of current qualifications. This way, the process of vocationaleducation and training optimisation creates new educational programmesthat integrate knowledge and skills in different activity and science areasand also enhances the appearance and development of new vocations (aspecialist in mechatronics, stylist-designer, etc.).

The structure and content of an educational programme oriented tothe increase of learner employment opportunities should be rather differentfrom a traditional vocational education and training programme with anarrow specialisation. The structure and contents of such a programmeis more oriented to qualification standards or competencies based on thework, and the part of general education subjects is reduced to theminimum. However, the experience of the European Union countries showsthat developing a vocational education and training programme orientedto the labour market demands, it is important to find an optimalrelationship between professional knowledge and skill provision andpersonality growth. Orienting an educational programme to meet therequirements of labour market, educational methods have to be changedas well: learning methods particularly independent learning methods startgain preference over the teaching methods.

THEORETICAL FOUNDATIONS OF VOCATIONALEDUCATION PROGRAMME OPTIMISATION

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Experts from the German Federal Vocational Education and TrainingInstitute Ute Laur-Ernst, Margret Kunzmann and Bernd Hoene(Development of Standards in Vocational Education and Training –Specification, Experience, Examples, 1999) present the following vocationaleducation programme optimisation characteristics in the European Unioncountries:

• balanced structure, open to adaptation and situation requirements;

• activity and work basis providing more opportunities for practicalexperience-based learning;

• integrated, holistic attitude, when vocational education contentcoheres with general or academic subjects, and theoretical teachingis strongly related to the acquisition of practical experience;

• achieved balance between the teaching, oriented to labour marketdemands, and goals of individual personality development.

The following objectives of vocational education and trainingprogramme optimisation directed to the increase of learner employabilitycan be discerned:

1. To focus attention on the environment favourable to independentlearning, conferring mentor functions and objectives to the teacherand master and facilitating learner initiative.

2. To devote the main attention in the teaching curriculum and itsorganization to the most urgent qualification and competencedemands.

3. To provide and develop competencies which would allow:

3.1. To improve learner employment opportunities in the regionallabour market. Means: cooperation with employers in theregion, organization of practical teaching and on the jobtraining in companies.

3.2. To increase learner geographical mobility to improveemployability. Means: cooperation with employers in otherregions, their participation in vocational education and


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training programme development, gathering anddisseminating information about employment opportunitiesin other regions, organization of meetings with employers.

3.3. To empower the learners to find a job not only in one exactactivity field (motor vehicle mechanics), but in other similaractivity areas as well (industry: mechanics, mechatronics,equipment production and repair, etc). Means: to provide abroader set of subject competencies (technical knowledge,work with equipment and quality management skills), andcore skills (communication, decision making and learningto learn skills).

3.4. To develop independent business creating initiatives. Means:provision of business knowledge and skills.

3.5. To increase the learner competitiveness with respect toLithuanian and expanding European Union labour market.Means: constant technical, technological and organizationalsector development in the foreign countries analysis andapplication of its results to the improvement of teachingprogrammes (e.g., with respect to implementation of newtechnologies in the sector and related new qualificationdemands), development of vocational foreign languageknowledge and skills.

4. To take into account the increase of learning accessibility for peopleof various ages and vocational background: vocational schoollearners, employees, and the unemployed.

The implementation of these objectives allows for the use of variousvocational education and training programme optimisation models. Inthis publication two vocational curriculum optimisation models are brieflydiscussed: a model based on work and learning fields which is popular inGermany and optimisation of the teaching programmes, supplementingthem or changing different teaching modules adapting the content andteaching methods to the new demands and objectives of the world ofwork.


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Work and learning fields based vocational curriculum optimisationconsists of the following stages:

1. Evaluation of the initial learner vocational preparation levelaccording to the chosen criteria. The purpose of the evaluation isto define learner vocational preparation adequacy to therequirements of the teaching programme. An interview method ortest is used.

2. Adaptation of the learner current vocational preparation level andprofessional qualification to the qualification requirements definedin the curriculum. The purpose is to identify the gaps in competen-cies that are to be filled by teaching.

3. Learning and teaching stage. Learners learn in various modules.

4. Evaluation of the learning results – the acquired competencies andfinal adaptation to the concrete sector requirements (On the jobtraining stage). At this stage learners, teachers and employersevaluate the acquired competencies by checking them in real workcircumstances, possible correctable actions are foreseen that helpto better adapt learner acquired competencies to labour marketdemands.

Vocational education and training, oriented to the learner employmentopportunity growth, favours working process as a learning environmentwhich determines appropriate teaching and learning methods:independent learning, learning in groups and project learning.

On the basis of work process analysis, the work didactical structureis discerned from the activity model. All the participants of the learningand teaching process should participate in the analysis of the work activityand its didactical structure: learners, employees, teachers of theory andpractice, production masters. During the work activity analysis, learnersand employees can provide information about such aspects of work thatrequire more attention during the teaching process, due to their complexityand importance, should provide information where more vocationalteacher or production master support and guidance is necessary.


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Work activity analysis also helps to clarify assumptions forindependent learning and its intensivity. Production masters and practiceteachers can provide more comprehensive information about work activitytechnical and organizational requirements, activity organization process,technical means used, qualitative requirements for the work process andproducts, work safety and environment protection standards. Their majorrole in this process is to provide information about the workplacerequirements for employee qualification.

Theory teachers, analysing work activity didactical structure, definethe level of theoretical knowledge areas and theoretical preparation level,necessary to carry out the work activity; they look for methods oftheoretical and practical teaching integration that guarantee the necessarytheoretical and practical vocational preparation to carry out workassignments, investigate demands raised by general education knowledgeareas (mathematics, physics, foreign languages, etc.) in solving concretework tasks.

Masters and experienced qualified workers play an important role inthe process of developing a vocational education and training programmeoptimisation model based on work and learning. Hans-Dieter Hopfnerdistinguishes the following curriculum designing work process-orientedmethods: observation of typical work task performance carried out byqualified workers, interview of qualified workers and masters (Hopfner,1995).

Performing work process observation and interviewing qualifiedworkers and masters, the following work activity process aspects arediscerned and analysed:

- The main tasks of a qualitative work peculiar to the work areaunder the analysis;

- Need for individual and group actions to carry out work tasks;

- Main criteria of qualitative work performance;

- Complexity of the performed work activities and their constituents.


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Practically, the view would be as follows: workers are interviewedabout the work they carry out; then a work activity task list isbrainstormed. Later this list is checked, highlighting primary andsecondary work activity tasks. In the text stage, workers define everywork task in detail presenting the following information:

- Work content;

- Used work activity means;

- Used work activity methods and procedures;

- Work organization ways;

- Quality requirements for the performed work activity;

- Work safety and environment protection aspects.

The work task list with a detailed description of their content, thus,according to Hans-Dieter Hopfner, forms the basis of the curriculumoriented to the work process.

As it has been mentioned, learning environment plays a rathersignificant role in the work process-oriented vocational education andtraining; therefore, learning environment has to be similar to the realwork activity as much as possible. The more teaching is related to modernwork process, the broader the possibilities open for learners to acquiretechnical and social competencies that correspond to modern requirements(Hans-Dieter Hopfner, 2002). Due to this, theory teachers have tocommunicate with practice teachers and masters very closely organizingthe teaching process together.

Nowadays in the European Union new tendencies are observed:vocational teaching programmes based on the teaching discipline are beingchanged by work process and competence based programmes. For instance,in Germany, “learning fields” are more and more being applied in vocationaleducation and training programme development and design. “Learningfields” are didactically reflected work activity areas which make the basisof work oriented vocational education and training curriculum.


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Discerning work area didactical content and transformation of thework areas themselves into learning areas is a complicated process thatconsists of work functional analysis and transfer of the necessarycompetence analysis results into the teaching programmes, and design ofthe learning and teaching situations similar and adequate to the activityprocess. Waldemar Bauer and Karin Przygoda (The Contribution of theGerman Pilot Project “New Learning Concepts within the Dual VocationalEducation and Training System” Towards the Development of Work ProcessRelated and Competence-Based Curricula, 2002) distinguish the followingwork problems in the process of designing work-oriented curriculum:

The problem of analysis

- How should work areas and work processes be analysed seeking todesign a curriculum?

- What should be the methodology of work area functional analysisand its adequate methods?

The problem of transformation

- How to transform empirical work process functional analysisresults to the curriculum taking into account the competence developmentissue? What are the pedagogical and psychological criteria of workfunctional analysis result transformation to vocational education andtraining curriculum?

The problem of systematisation

- How to cohere work area elements with the curriculum contentaiming at vocational competence development process enhancement?

The main purpose of “learning area” based vocational education andtraining programme is to approach the process to the vocational workactivity and foster the efficiency of the learning results in the area ofincreased employability. Therefore, for the construction of such kind ofcurriculum it is necessary to identify essential and most significant work


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activity situations, as they encompass the most important learningpotential.

Waldemar Bauer and Karin Przygoda, analysing “learning area” basedcurriculum pilot research, noted four criteria necessary for “learning area”construction:

• The origin of “Learning areas” lies in the main work areas;

• “Learning areas” have to be related to the processes of vocationalwork activity and business and have to express the processual natureof work and learning;

• “Learning areas” have to be described on the basis of competencies;

• “Learning area” content is structured according to the subjectactivity area logics.

Vocational education and training optimisation model requiresthorough preparation and particularly comprehensive activity, andespecially functional analysis, seeking to highlight the major programmeinadequacies to the requirements of the world of work. Such programmeoptimisation and adaptation to the labour market demands is a long-term process, whereas the world of work is undergoing rapid technologicaland organizational changes. To evaluate these changes timely in theprogrammes of vocational education and training, their optimisationprocess have to be more rapid, and optimisation methods have to be flexibleand adaptive. These features are characteristic to another model ofvocational education and training programme optimisation, based onprogramme supplementing or changing by various modules, createdaccording to the changing demands of the world of work.

Orientation of vocational education and training programmestowards the increase of employment opportunities implies re-orientationof vocational education and training from formal general vocationalqualification standards and teaching subjects to more flexible modularwork models that reflect the actualities of the labour market. Ute Laur-Ernst, Margret Kunzmann and Bernd Hoene distinguish two types of


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dividing vocational teaching programmes into modules:

1. Division into separate teaching modules; learner achievementevaluation is carried out in every module separately.

2. Joining separate modules into a modular combination; learningachievement evaluation is carried out in all the modules together.

The choice of methods to be used in dividing the curriculum intomodules depends on concrete teaching and learning situation demandsand conditions.

Optimisation of vocational education and training programmesshould be based on methodological principles which lead to different waysof solving vocational education tasks but allow to match the commoncurriculum content and structure. This does not suggest the appearanceof identical teaching programmes all over the country. The main aim is tocomprehensively evaluate the qualification needs in the target sector andresearch competencies necessary to perform tasks in identical workprocesses. One of such methodological principles was suggested duringthe GTZ project CURRENT (1998).

Fig. 1. Procedure and methodological framework preparing curriculum design


Sectoral analysis

Selection of representative

companies and work places in the motor

vehicle sector

Work process analysis

Research into skilled work and working processes in the

companies

Studies of work processes

Expert-skilled workers research

Identification and logical structurisation of work process oriented tasks

Curriculum formation

Formulation of work process related learning

tasks according to:

• A modular structure or

• A teaching/learning field structure

• ...

Companies and work places with tasks and

qualification requirements typical and

representative for an individual occupation

Identification of

• Objects • Tools/means • Methods/ skilled work

organization • Requirements for

skilled work and technology

Identification and structurization of highly relevant tasks for skilled

work

Curriculum concept

Preparation Execution Transfer performances

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Fig. 2. Curriculum design and optimisation model proposed by CURRENT project.


Analysis of labour, goods and service

markets

Framework conditions Geographical scope Cooperation partners/composition of the planning group

Curriculum

Work and learning tasks

Competencies and contents

Pedagogical framework - Short general descriptions - Didactic and methodical focuses

Revision process/Curriculum development

Curriculum concept Decision on the framework: - Labour, goods and service markets (status quo/ forecast) - Target group /situation, previous schooling, prospects - Target group needs in terms of labour, goods and service markets

Structuring the curriculum concept Elements of the curriculum (teaching and learning areas/ curriculum characteristics) Training organization (location, duration, other formal factors)

Analysis of the target groups

Analysis of the training sectors

Steps involved in developing a curriculum • Identify occupational profile/field of activity

• List other competencies to be acquired during training learning

• List fields of work • List of typical tasks to be performed in every field of work

• List competencies necessary to carry out these tasks

• Compile examples of work and learning

tasks

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The following framework for process analysis is suggested (Fig.1):

Step 1. Sectoral analysis.

Step 2. Work process analysis and evaluation of work tasks.

Step 3. Curriculum design.

In order to improve the current curricula by the development of newteaching modules it is recommended to perform the following curriculumoptimisation actions:

• Work analysis including work sector research and qualificationneeds analysis.

• Qualification research and functional analysis.

• Analysis of the current vocational programme contents and itscorrespondence to the demands of the world of work.

• Improvement of the teaching programmes.

These actions of optimisation will further be more broadly discussedin other chapters of the publication. Here, their short definitions arepresented:

Work analysis – research into the activities in a certain target sector(sewing, motor vehicle mechanics, administration, etc) in one’s countryand abroad: selection and analysis of the information about general andspecific tendencies of work change in certain sectors.

Occupation (qualification) research - work process researchaiming at the investigation of work activity vocational context – to searchthe vocational work activity from the inside, revealing all the workrelationships, explore its goals, analyse organizational structures peculiarto that work activity, determine the competencies necessary to carry outa certain activity, identify learner current vocational knowledge and skills.

Curriculum comparative analysis is necessary to assess andcompare what is required by the today’s labour market and what is taught


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at schools. Having chosen several major criteria (competence, final andintermediate teaching goals, relationship of practical and theoreticalteaching, evaluation, etc.), analysis of some vocational education andtraining programmes in the same work area is carried out and adequacy/inadequacy of the teaching programmes to labour market demands isinvestigated.

Improvement of vocational education and trainingprogrammes – modification of the teaching programmes seeking toimprove the teaching/learning process content, methodology andorganization and increase the efficiency of the teaching process.


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SECTORAL

ANALYSIS

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Analysis in the target work activity sector is the first step ofprogramme optimisation (curriculum reconstruction) process. Theanalysis aims at collecting information about skilled work in a concretework activity sector. Such information helps to identify the real demandfor competencies needed to carry out work tasks in a skilled and qualifiedway.

During the sectoral analysis, the following factors significant for thework activity target sector are revealed and researched:

- work contents;

- employment perspectives;

- opportunities for mobility in the labour market;

- technological and organizational work activity innovations;

- number and distribution of companies and organisations in thetarget sector;

- need for specialization;

- challenges and demands caused by work changes.

Sectoral analysis includes the following areas:

• analysis of work structure in a concrete sector;

• research into employment conditions;

• work change and development tendencies;

• interrelation between work performers;

• technical and organizational work innovations;

• types of the existing and future products and services.

Action research is mostly performed when there is lack of deeperinformation about the nature of work activity in a certain sector, workmodels, applied technologies and work organization, qualificationdemands in the sector, etc. Action research is time consuming and is rather

S E C T O R A L A N A L Y S I S

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complicated; however, it presents important and exact informationnecessary for further curriculum optimisation stages.

Major information resources for action research are as follows:statistical information provided by country statistical departments,review-analytical work sector articles, specialised publications, seminarsand conferences oriented to the target sector.

Irrespective of a rather different motor vehicle mechanic work structurein partner countries, it is possible to find a number of unifyingcharacteristics typical to this work and its sector: companies of varioussize work in the sector, work specialisation is diverse, initial andcontinuous vocational training is carried out in educational institutionsand companies, etc. The analysis of these elements provides informationnecessary for the work process research. Due to the analysis, the necessarycompetencies and characteristics of skilled workers are discovered.

2.1. Research into motor vehicle work sector

In this chapter, a brief analysis of the work carried out in the motorvehicle sector will be presented.

The following work activity structure characteristics were researched:

1. Employment in the sector.

2. Job types (profiles) in the sector.

3. Number of companies.

4. Types of the companies.

5. Employees in the companies.

6. Business fields in the companies.

Characteristics of products and services (of motor vehicles):

1. Number of vehicles in the country and per inhabitant


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2. Share of different types of vehicles

3. Technology trends in motor vehicle sector.

4. Customer needs.

Training institutions and their work fields:

1. Types of training institutions providing training for employees inthe target sector.

2. Number of training institutions.

3. Number of graduates of the training institutions

4. Associations which support the sector (Chambers of Trade andCommerce, Trade Unions, etc).

5. Laws and rules regulating vocational education and training.

It is important to collect the necessary information according to allthese criteria and assess its origin. The obtained information allows toestimate sector tasks relevant to qualification demands and assess thechange tendencies in qualification demand.

Fig. 3. Motor vehicle repair in Germany – sector structure.


Subsidiaries controlled by motor vehicle manufacturersSubsidiaries independent of motor vehicle manufacturersAutorized sales and repair shopsIndependent repair shops

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Fig. 3 shows the structure of motor vehicle sector in Germany. Similardata can be obtained about other European countries. To clarify workcontents in more detail, it is worth carrying out a case analysis ofcompanies representing different work sector subgroups. It is notrecommended to base the analysis only on, e.g., sale and repair shopsubgroup analysis.


Fig. 4. Regional structure of motor vehicle repair workshops in Lithuania –distribution according to the number of employees.

Fig. 4 shows that in companies of different size, there exists differentwork organisation and employee responsibility.

Fig. 5. Different types of motor vehicle repair workshops and their know-howdemand in comparison with the available know-how supply.

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It is possible to choose companies and training institutions for furtherwork process research according to the sectoral analysis results. Theselection of companies with typical employee numbers and business trendsguarantees that the detected competence demand will be representativefor the chosen sector.

Information presented in Fig. 5 indicates that such companies asindividual “rest” garage do not require a large number of skilled workers,whereas multi-service centres need skilled employees able to provide allmotor vehicle repair services. Thus, multi-service centres are more suitablefor the analysis of work processes and work tasks.

Other criteria for choosing case studies are as follows:

1. Case distribution more or less corresponds to the structure of theworkshop distribution within the target sector.

2. Companies provide continuous training.

3. Companies accept students for practical training.

Taking into account the above mentioned criteria, in Germany, 8companies were chosen for qualification needs assessment, case studiesand work process analysis.

Table 1. Selection of cases considering the results from sectoralanalysis.


Cases

Case 1: BMW / town

Case 2: VW / rural region

Case 3: Volvo / town

Case 4: Audi / town

Case 5: independent / town

Case 6: independent / rural region



Companytype

C

C

B

B

D

D

D

D

Company size(Number of employees)

III (18)

IV (39)

I (4)

III (15)

III (15)

III (14)

II (9)

I (4)

Trainees

7

6

2

3

2

4

1

1

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Classification of companies:

A: Subsidiaries controlled by motor vehicle manufacturers.E.g.: The car repair workshop is owned by BMW factory.

B: Subsidiaries independent from motor vehicle manufacturers.E.g.: The car repair workshop is controlled by BMW, but it belongs to different

owners.

C: Authorised sales and repair shops.E.g.: The car repair workshop is has a private owner but this owner has a contract

with the manufacturer (often called franchised car repair workshop).

D: Independent motor vehicle repair shops.E.g.: Independent workshop without any contacts with any car manufacturer.

E: Motor vehicle dealers.E.g.: The core of their business is motor trade, not repair service.

F: Repair shops specializing in the repair of components andaggregates.

E.g.: The car repair workshop only repairing single components, for instance, onlyelectric systems.

E and F type companies were not selected for the research, as motorvehicle repair work is not carried out there. F type company specialisationis too narrow.

Motor vehicle repair companies in Europe are small (up to 50employees), very often they are micro companies with up to 10 employees.

Table 2.


Classification / VET optimisation Classification / according to theEUproject (employees) (employees)

I 1–4 S1 0II 5–9 S2 1–9III 10–19 S3a 10–49IV 20–49 S3b 50–249V >50 S4 250–499

S5 500–1999S6 >= 2000

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Note: According to the EU standards, a small and medium company isdefined as entity having not more than 250 employees, with an annualturnover up to 40 million EUR, an annual balance sheet total not exceeding27 million EUR, and is not owned by 25% or more by a non-SME.

In Lithuania, project partners carried out a motor vehicle service survey,where participants were 18 Kaunas region companies. Motor vehicle servicesector companies were selected by random sampling: 10 motor vehiclerepair companies, 5 – truck/bus repair companies, 5 – agriculture motorrepair companies. 10 companies were selected from towns, others fromrural locations.

According to the number of employees, companies were grouped into5 groups: 1-4, 5-9, 10-19, 20-49, and over 50 employees (Fig. 6).


Fig.6. Companies according to the number of employees.

The average number of employees in small companies (from 1 to 4) is4 employees, 5-9 – 9, in 10-19 – 14, 20-49 – 30 and > 50 – 67. The averagenumber of the repaired motor vehicles is distributed respectively: – 4,9 – incompanies with 1-4 employees, 3,9 motor vehicle – in companies with 5-9 employees, 8,1 – in companies with 10-19 employees, 16,9 – in companieswith 20-49 employees, and 4 – in companies, where the number ofemployees exceeds 50 (Fig. 7)

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Fig. 7. Companies according to the number of repaired motor vehicles.

In all five-company groups, skilled workers, engineers and salesspecialists comprise the largest number of employees. In small companies(1-4 and 5-9 employees) there are no unskilled workers. The largest numberof unqualified employees work in medium size companies (20-49employees). The distribution of skilled workers and engineers is almostproportional in all the company groups. Trainees/students are mostly

Fig. 8. Composition of company personnel.


Other

Commercialspecialists

Engineers

Trainees

Skilledworkers

Non-qualifiedworkers

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employed by medium companies (10-19, 20-49 employees), whereas smallcompanies do not tend to receive students for practical training. Salesspecialists usually work in large and medium size companies (20-49, >50).The number of these specialists is directly related to more diverse andbroad larger company activity. Large companies carry out repair work andcarry out transit, logistics and similar services.

Medium service companies (20-49 employees) are best technicallyequipped. They have the highest number of motor vehicle lifts, computertechnologies, software equipment, engine electronic inspection systems,diagnostic equipment, exhaust gas measurers, axle measuring equipment.Companies with 10-19 employees can be characterised by similar technicalbasis. Small companies are technically the weakest: only some of themhave motor vehicle lifts, computers and programming software, engineelectronic inspection systems, diagnostic equipment. Neither of the sur-veyed small companies had axle measuring and exhaust gas measuringequipment.

All the company groups are clearly specialised according to the repairtasks. In small companies, the largest amount of work is taken up bysmall repair work and additional installation and diagnostics. Work isperformed taking into account the existing technical basis. Smallcompanies do not perform car body repair work. Repair work makes up to70% of all the work carried out in companies with 5-9 employees. As wellas small companies, they do not perform inspection and body repair work.Companies with 10-19 employees specialize in repair work. Mediumcompanies (20-49) are mostly occupied with inspection, repair, and bodyrepair work; besides, communication with colleagues takes a large amountof time. Diagnostics and communication with customers take a smallerpart of time. In large companies (>50 employees), repair work covers over60% of the whole company work. In these companies, other kinds of taskstake a large amount of time as well. Summing up, it is necessary to statethat companies mainly specialise in repair and body repair work. Thebroadest specialisation is found in medium companies (20-49 employees).

This research considers the responses of medium companies as mostimportant because of two reasons: best technical basis and broadest


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Fig. 10. Distribution of work activity areas.

Fig. 9. Company technicalbasis.

specialisation. Assessing competencies, incidental responses were excluded.For instance, if company responds that body repair work is important, butthe company itself does not perform body repair work, such responseswere excluded as insignificant.


>50

20-49

10-19

5-9

1-4

Car lift

Computer and software

Engine and electronic testsystem

Diagnostic tools

Exhaust emision tester

Axle measuring unit

Other

Communication withcollegues

Communication withcustomers

Car body repair

Diagnostics

Special expansions andextra installations

Repair work

Inspection

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OCCUPATIONAL

(QUALIFICATION)

RESEARCH

130 OCCUPATIONAL (QUALIFICATION) RESEARCH

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Occupational (qualification) research is:

• Identification of professional knowledge and competencies of skilledworkers and mutual interaction in the learning process;

• Identification of knowledge and skills necessary to carry out thetasks.

Action research is performed by experts and skilled workers by sortingout typical work activity tasks according to a certain logical sequence.Experts are employees who have the highest qualification and sufficientwork experience, able to provide a lot of information about work activitydemands and tasks.

Occupational (qualification) research employs work activityobservation, specialised interview or conversation with experts methods.In this case, immediate researcher relationship with actual practical workactivity is of utmost importance. Researcher skills, competencies and useof specific work terminology play an immensely important role. Therefore,it is recommended to match expert conversations with direct work processobservation.

Occupational (qualification) research oriented to vocational educationand training has some specific characteristics in comparison with similarresearch in other areas:

• Work activity tasks and processes become the main research objects.

• Technology is analysed in the context of work and vocationaleducation and training, not as abstraction, as it happens in exactand natural sciences.

• Qualified work and its formation, not general work performancecharacteristics, is the focus of the analysis.

• The main focus is on the issue of structurising awareness,favourable for learning and taken from practice, and itsdevelopment logics, not on specialized systematisation.

OCCUPATIONAL (QUALIFICATION) RESEARCH

132

• Vocational education and training didactics and aspects related tothe world of work are more important than methods ofuncontextual didactics.

• Action analysis and occupational research is enough to identifywork structure and understand work relations. Action processresearch provides deeper analysis of the work content anddetermines the following: a) the level of work process awarenessnecessary for formation of vocational education and trainingprocesses and occupational standards (development of vocationaleducation and training plans); b) insight into the formation of therelationship human-machine, computerized equipment and otherwork activity systems taking into account the quality ofqualifications necessary to provide their service.

Occupational (qualification) research consists of the following stages:

1. Selection of work processes.

2. Analysis of objective realities that form the work process.

3. Identification and formulation of preliminary research questions.

4. Preparation for the research: identification of the research field.

5. Research performance.

6. Assessment of the research outcomes.

Occupational (qualification) research is usually used to carry out thefollowing functions:

a) To determine central work objectives and work processes in thecompany.

b) To investigate and stream internal work relations and use thisdata to form appropriate special work objectives.

c) In a separate occupation there can be rather many work objectives(up to 80); therefore, they have to be reviewed and re-examined.This work activity can be carried out working together with anexpert – a qualified employee.


133

Having performed the stages “sectoral analysis” and “ work with anexpert-qualified employee”, essential curriculum optimisation work canbe started. Up to that moment appropriate work relationships, generaland specific work processes, objectives, certain activities and structuresof the processes that make up these work activities, technological andtechnical work process relationships important to curriculum, structuredesign and development have to be analysed.

It is necessary to identify work objectives suitable for teaching/learning and based on company work processes. To set learning and workobjectives means to carry out the following tasks:

• to define company work goals,

• to examine their usefulness in creating work –oriented teaching;

• to assess the existing learning opportunities;

• to choose teaching goals and group processes according to a certainorder;

• to organize and prepare a task and

• to formulate an assignment.

Vocational teacher is not the only person responsible for this process.Company authorities, “experts of practical training”, skilled workers andlearners themselves have also to be involved into this process (Fig. 2).

Fig. 11. Identification of learning and workobjectives oriented to the teachingprogramme optimisation (scheme).


Learning and workobjectives

Objectives of company’s work / workorder adapted to teaching

Work objectives / work order

Company(Work process, work order)

Application

Revision

Indentification

(Selection, organisation,preparation, formulation)

134

All vocational education and training participants should take partin the learning and work objective identification process. Several learningand work objective identification methods and procedures could be used:

• research into qualified work,

• research into work order in the companies where practical trainingis carried out,

• various projects, performed in companies where practical trainingis carried out,

• external situation analysis,

• preparation of supplementary material and supplementary teachingaids,

• exchange of ideas with the students and initiation of ideacompetition.

In order to develop learning and work objective justification and checkif the objectives are suitable for the learning processes, the following majorquestions have to be answered:

• “What products are manufactured by the company or what productscould it manufacture for its customers”?

• “What services are provided or could be provided for the customers?”

• “What is the structure and sequence of the whole business processincluding production and service provision (from the order receptionto delivery)?

• “What task performance in this business process are the qualifiedworkers of the researched occupation responsible for?”

It is quite easy to answer these questions. For instance, students caninvestigate these questions in companies and present the obtained data.The following information resources could be referred to: companydocuments, booklets, catalogues, technical drawings and plans of companydepartments, machinery and equipment, instructions, books and databases. Besides, a lot of information can be found on the Internet.


135

In many cases it is advisable to plan company and its work researchto get a more meaningful and deeper information about work objectivesand order. A detailed questionnaire or detailed research scheme has to beprepared with the main research questions emphasised. Such aninstrument turns an unsystematic visit into the company to target-oriented research. Without a careful preparation it is impossible to carryout a thorough and objective investigation of the work processes. Next toa comprehensive work relations’ evaluation, it is very important to identifythe details of the work place and survey the employees seeking to obtainmore and diverse information. The most interesting aspects of such kindof research are those work objectives and problems that are solved by thesurveyed employees themselves and that will have to be solved by thestudents in the learning process.

Research goals have to be agreed on with the company. It has to beemphasised that the research aims at finding more about qualified work,seeking to improve the process of vocational education and training andrenew it according to the labour market demands. Company authoritiesusually tend to support such measures.

Research into the goals and objectives of the work carriedout in a company/work sequence

• Kinds of service (repairing, maintenance, installation, assembling– fitting, supplementary objectives, document administration,delivery, etc.).

• Applied technologies, production equipment, machinery, tools,supplementary aids.

• Work organization, work methods, work processes (assembling -fitting, installation, regulation, filling in).

• New technologies, products, work forms.

• Produced products/sub products- components/, areas of theirapplication and use.

• Requirements for final and interim services, production process,work organization.


136

• Requirements for employee qualifications.

• Applied technologies and work organization alternatives.

• Problems, “critical points”, arising during production, serviceprovision and activity organization processes.

The selected work objectives have to be investigated, analysinglearner learning opportunities and related teaching content (Fig. 2). In thecompany, the appropriacy of objectives to teaching is assessed by subjectand practice teachers.

Fig. 12. Research into work objectives (schematic sequence)

3.1. Composition of occupational (qualification)research

It is possible to distinguish the following major occupational(qualification) research components:

1. Work process stages / activity specifications and their relationshipof their mutual interaction.


Work objectives/ Work sequenceappropriate to teaching

Checking criteriaOpportunities and learning potential Presence of curriculum construction Suitability for qualified work/trade Learners, practice and theory teachers Financing, resources Companies, vocational schools

Central question:Is the work objective suitable for the

development of oriented teachingcourse?

Work objectives /Work sequence

137

2. Work objectives.

3. Qualitative requirements for work performance.

4. Work safety and environment protection requirements.

5. Technical, technological, organizational and methodological workplace specifications.

6. Work organization specifications.

7. Competencies necessary to carry out the work.

3.2. Work process stages

Work process stages are determined and distinguished according tothe inner logics of a work process. Bob Mansfeld distinguishes four mainwork process classification models:

• Linear work stage sequence, e.g. listening to the customer’scomplaints, trouble-shooting motor vehicle system or sub-assembly, repair work, checking the performance of the repairedunits and systems, return of the motor vehicle to the customer andperformance of payment operations.

• Cyclical work process structure: to design, realize, evaluate, andintroduce changes in the designing stage.

• Differentiation of separate product and work results, e.g., performchassis diagnostics, power-transmission diagnostics, enginecontrol system diagnostics, etc.

• Differentiation of separate work processes and methods: to performdiagnostics, repair work, technical maintenance, etc.

Cyclical work process structure is applied for many production andservice sphere work areas. Here, an important role is played by controlfunction which interrelates the manufactured product or performed servicequality control or service performance and planning stages. Classificationmethod application depends much on professional work logics; therefore,it is important to choose such work stage classification method that is


138

adequate to this logics and is related to work functions. Thus, it isnecessary to evaluate the place and importance of work stages for thegeneral work context, taking into account specific work features relatedto the organization (e.g., in many large motor vehicle service companiescustomer reception, diagnostics and repair work is carried out by differentemployees or work groups, whereas in smaller companies these functionsare performed by the same employees). In this case, it is necessary toconsult the specialists of a concrete occupational area who could providethe necessary information about work process organization and its specificfeatures.

3.3. Work objectives

Work objectives are determined with regard to the current realia andperspectives for its change. For this purpose expert method, work processobservation, employee survey and other methods are used.

According to the nature of the work, work objectives can be groupedinto the following categories:

1. Technical-subject objectives. These are specific objectivescharacteristic to the work area. For instance, to perform thediagnostics of the engine starter with the help of computeriseddiagnostic system, to change the shock absorber, to perform wheelbalancing, etc.

2. Work process control and planning objectives which are closelylinked to technical objectives. The main work process controlobjectives are to identify the material and technical resourcesnecessary for the work performance, to plan the work process, tocarry out quality control during the work process, to constantlycheck the suitability of the chosen work methods and implementthem.

3. Professional communication and cooperation at the workplaceobjectives: to develop good cooperation and communicationrelations with co-workers, to cooperate efficiently, to communicate


139

with customers and co-workers, to apply work-in-groups methods.

4. Work organization objectives are related to problem solving,decision making, and suggestions regarding work organizationoptimisation, adaptability to the changing work requirements. Forinstance, work distribution among the employees; search for workproductivity and efficiency increase possibilities.

3.4. Qualitative requirements for the work

These are qualitative requirements for the work and its products whichcan be informal, determined by the company’s internal quality policyregulations, and formal, determined by official national and internationalwork and its products quality standards. Qualitative requirements involvequality control for the work and its outcomes, prevention and correctionof inadequacy procedures and measures.

3.5. Work safety and environment protectionrequirements

Work safety and environment protection requirements in many casesare universal in their nature; nevertheless, their importance for concretework depends on the work area and work nature. Electrical work safetyrequirements can be taken as an example, requirements for its safety orrules of storage and utilization of the used oil products (lubricating oil,other lubricants).

3.6. Technical, technological, organizational anddidactical workplace specifications

Information about the workplace specifications is obtained byworkplace analysis. Analysing a workplace, the following parameters canbe distinguished:

1. Schema analysis of a workplace, its role in the general work processand its functional purpose. A scheme is created depicting all thefunctional links, inputs and outputs characteristic to the workplace,


140

such as material provision, processing and interim or final outcomedelivery to the customer or to another workplace for furtherprocessing.

2. Creating a logistic workplace material provision scheme, depictingthe routes for all the necessary material provision.

3. Description of workplace technical and technological specifications:what equipment, appliances, instruments are used in theworkplace, what are their technical characteristics, requirementsfor their maintenance and technical service, characteristics ofeconomical exploitation, level of deterioration and depreciationparameters.

4. Description of workplace informational provision: whatinformation necessary for the job (technical drawings, technicalspecifications, schemes, quality requirements, equipment serviceinstructions, work safety requirements) is used in the workplace,how it is presented and located in the workplace (For instance, howsafety requirements, technical drawings, schemes are presented, ifan employee can always refer to the necessary information resource,etc.). How much is the workplace information, in its content andforms, adequate to the activity requirements? For instance, if qualityrequirements are clearly defined, if the whole necessary information(measurement tolerances, etc.) is placed in the schemes andtechnical drawings.

5. Characteristics and schemes of infrastructures used at work(electric power, water, gas, compressed air, etc.).

6. Specifications of workplace safety, such as what protectivemeasures are used during the work process (protecting clothing,eye-glasses, earmuffs, ventilation measures, respirators, etc.)?

7. What are the employee’s functions in the workplace maintenance,material and technical provision areas? For example, to informmotor vehicle workshop masters and suppliers about the needsand shortage of material, details and technical equipment.


141

3.7. Work organization specificities

In this area, work organization forms and their links with workspecificity are analysed and described, efficiency of the applied workorganization forms is analysed, recommendations for efficiency increaseare presented. Analysis of the suitability and efficiency of work organizationforms is performed taking into account the requirements of concrete workorganization forms for employee occupational qualifications andcompetencies. For example, individual professional work in smallcompanies and work in groups usually requires broad and polyvalentknowledge and skills. Professional work in large companies, distinguishedby specialised work areas, requires even deeper professional knowledgeand skills in separate work areas.

3.8. Competencies necessary for the workperformance

On the basis of the information collected during the occupation(qualification) research stages and with the help of experts in a concretework area, it is possible to define the necessary competencies, their nature,relation between general and subject-technical competencies, the depthand povalency of the necessary knowledge and skills for every work stage.

In every occupation (qualification) research stage it is important totake into account the perspectives of work change: changes happening inwork organization, quality requirements, technical, technological andlogistic parameters of the work place, work safety and environmentprotection requirements and their impact upon the demands for occupationcompetencies.

Occupation (qualification) research outcomes can be presented intables and schemes.

3.9. Technological and organizational work sectorchange and its impact upon optimisation ofvocational education and training seeking foremployment growth


142

Tec

hn

olog

ical

ch

ange

Curr

ent

situ

atio

n i

n m

ost

deve

lope

d m

o-to

r ve

hic

le in

dust

ry a

nd

serv

ice

cou

ntr

ies

Impl

emen

tati

on o

f ne

w t

echn

olog

ies

in m

otor

ve-

hicl

e in

dust

ry: e

lect

roni

c and

mic

roel

ectr

onic

mot

orve

hicl

e su

b-as

sem

bly

and

mec

hani

sm c

ontr

ol s

ys-

tem

s: e

ngin

e, p

etro

l inj

ecti

on, i

gnit

ion,

nav

igat

ion,

tran

smis

sion

, fou

r dri

ve w

heel

s, d

rivi

ng g

ears

, ABS

,el

ectr

onic

ETC

/ASR

con

trol

, saf

ety

syst

ems.

New

mat

eria

ls: p

last

ic, e

lect

ropl

ate,

hig

h po

wer

stee

lco

ver,

insu

lati

ng m

ater

ials

, cat

alys

ts.

Impl

emen

tati

on o

f com

plex

mec

hani

cal,

hydr

aulic

and

pneu

mat

ic sy

stem

s.Ra

pid

tend

enci

es in

car

indu

stry

tec

hnol

ogy

rati

o-na

lizat

ion

and

stan

dard

izat

ion

are

obse

rved

; mot

orve

hicl

e pr

oduc

ers

tran

sfer

the

gro

win

g pa

rt o

f in-

dust

ry (

prod

ucti

on o

f su

b-as

sem

blie

s an

d m

echa

-ni

sms)

to th

e th

ird

com

pani

es, w

here

as th

emse

lves

conc

entr

ate

in c

onst

ruct

ion,

des

ign,

tec

hnol

ogic

alre

sear

ch a

nd a

ssem

blag

e ar

eas.

Thi

s ha

s im

pact

upon

the

tend

enci

es o

f ass

imila

tion

and

stan

dard

i-sa

tion

of

cons

truc

tion

of

sepa

rate

mot

or v

ehic

leun

its.

How

ever

, ind

ivid

ual p

rodu

cer c

hara

cter

isti

cspr

evai

l in

such

are

as a

s dia

gnos

tics

, esp

ecia

lly e

ngi-

ne d

iagn

osti

cs.

Mot

or v

ehic

le se

rvic

e te

chno

logi

cal b

asis

als

o ch

an-

ges,

esp

ecia

lly in

the

area

of d

iagn

osti

cs: c

ompu

te-

rize

d di

agno

stic

equ

ipm

ent i

s us

ed fo

r en

gine

con

-tr

ol c

heck

ing

or la

ser

diag

nost

ic s

yste

m is

use

d fo

rdr

ivin

g ge

ar tu

ning

.N

ew re

quir

emen

ts fo

r exh

aust

gas

con

trol

cau

se th

eap

pear

ance

of s

peci

al e

xhau

st g

as c

heck

ing

tech

no-

logi

es.

Mea

nwhi

le, o

ld m

otor

veh

icle

s, h

avin

g no

ele

men

tsof

the

abo

ve m

enti

oned

new

est

tech

niol

ogie

s, d

i-sa

ppea

r fro

m th

e m

arke

t.

Ten

den

cies

of

futu

rete

chn

olog

ical

ch

ange

sM

ain

tend

enci

es:

1. I

mpl

emen

tati

on o

f co

mpu

-te

r man

agem

ent t

echn

olog

ies

in m

otor

veh

icle

syst

ems:

chas

-si

s tu

ning

, whe

el a

ngle

alig

n-m

ent,

cont

rol o

f lig

htni

ng in

-te

nsit

y, e

tc.

2. M

otor

veh

icle

con

stru

ctio

nop

tim

isat

ion

aim

ing

at in

crea

-si

ng e

colo

gica

l an

d ec

onom

i-ca

l qua

litie

s of c

ar m

aint

enan

-ce

(Ult

ra L

ow E

mis

sion

Veh

ic-

le),

use

of n

ew m

ater

ials

- us

eof

ligh

t st

eel f

or c

ar b

ody

and

chas

sis p

rodu

ctio

n, p

rodu

ctio

nof

met

al ca

taly

sts r

educ

ing

the

quan

tity

of e

xhau

st g

as, e

tc.

3. F

urth

er s

tand

ardi

sati

on o

fm

otor

veh

icle

indu

stry

, ass

imi-

lati

on o

f ca

r su

b-as

sem

blie

san

d m

echa

nism

con

stru

ctio

nspr

oduc

ed b

y di

ffer

ent

man

u-fa

ctur

ers.

Impl

icat

ions

for

car

ser

vice

tech

nolo

gies

:1.

Dev

elop

men

t of

the

use

of

high

tech

nolo

gies

in m

otor

ve-

hicl

e dia

gnos

tic a

nd re

pair

are

-as

(eng

ine a

nd ch

assi

s dia

gnos

-ti

cs a

nd re

pair

).2.

Mor

e at

tent

ion

to th

e m

ain-

tena

nce

of m

otor

veh

icle

mai

-te

nanc

e ec

onom

ic a

nd e

colo

gic

char

acte

rist

ics.

Impa

ct o

f cha

nges

upo

n th

e opt

imis

atio

nof

voca

tiona

l edu

catio

n an

d tr

aini

ng of

mot

or ve

hicl

e mec

hani

cs1.

New

kno

wle

dge

and

skill

s ne

-ce

ssar

y in

the

spec

ial a

reas

of

elec

tron

ics a

nd m

icro

elec

tron

ics;

rela

ted

new

dem

ands

for

form

alan

d co

ntin

uing

voc

atio

nal e

duca

-ti

on a

nd tr

aini

ng.

2. N

eces

sary

kno

wle

dge

and

skill

sin

a n

ew ca

r dia

gnos

tic sy

stem

use

.3.

Kno

wle

dge

and

skill

s in

wor

kw

ith

new

mat

eria

ls a

rea,

req

ui-

ring

a c

lose

coo

pera

tion

bet

wee

nca

r in

dust

ry,

sale

s an

d se

rvic

eco

mpa

ny e

mpl

oyee

voc

atio

nal

trai

ning

are

as.

4. D

eman

d fo

r spe

cial

ised

kno

wle

d-ge

and

skill

s in

a co

mpl

ex m

echa

ni-

cal,

hydr

aulic

and

pne

umat

ic s

ys-

tem

dia

gnos

tics a

nd re

pair

are

a.5.

Rap

id c

hang

es in

mot

or v

ehic

lein

dust

ry t

echn

olog

ies

plac

e de

-m

ands

on

mot

or v

ehic

le d

iagn

os-

tic

and

repa

ir s

peci

alis

ts t

o ge

tm

ore

inte

rest

ed in

mot

or v

ehic

lein

dust

ry t

echn

olog

ies

and

thei

rch

ange

.6.

Due

to th

e gr

owin

g st

anda

rdi-

sati

on o

f mot

or v

ehic

leco

nstr

uc-

tion

s and

tech

nolo

gies

and

cha

n-gi

ng w

ork

orga

niza

tion

in m

otor

vehi

cle

serv

ice

com

pani

es, t

he d

e-m

and

incr

ease

s for

mot

or v

ehic

lese

rvic

e sp

ecia

lists

wit

h br

oad

qu-

alifi

cati

ons.

Curr

ent

situ

atio

nIn

Lit

huan

ian,

the

maj

orit

y of

mot

or v

ehic

les

are

used

mot

orve

hic

les,

im

-po

rted

fr

omW

este

rn E

uro-

pe, m

ade

at th

een

d of

the

deca

-de

bef

ore

the

last

– b

egin

ning

of th

e la

st d

eca-

de.

The

num

ber

ofm

oder

n m

otor

veh

icle

s w

ith

the

mos

t ad

-va

nced

com

pu-

teri

sed

engi

neco

ntr

ol,

tran

-sm

issi

on,

com

-fo

rtab

ility

and

safe

ty s

yste

ms

is ra

ther

low

.Th

e m

ost

deve

-lo

ped

mot

or v

e-hi

cle

serv

ice

ac-

tivi

ties

ar

ech

assi

s an

d en

-gi

ne

diag

nos

-ti

cs a

nd r

epai

ran

d ca

r bo

dyre

pair


Sect

or: m

otor

veh

icle

tec

hn

ical

dia

gnos

tics

an

d re

pair

143

Having carried the functional analysis, general competencies shouldbe taked into account; they are important for today’s world of work andoften trespass the limits of several occupations. Thus, having identifiedthe need for qualifications and carried out the functional analysis, it ispossible to design teaching programmes oriented to both, to specialknowledge and skills necessary for the chosen sector and to the generalcompetencies.

Dertouzes (1989), Kristensen (1998), Schienstock (1999), and Hitt(1998) distinguish the following most important general competencies:

- Intercultural cooperation competencies;

- managerial competencies;

- social competencies and communication skills;

- traditional competencies determining approach to the activity(reliability, rigour);

- creativity and entrepreneurship.

3.10. Practical recommendations how to performoccupational (qualification) research – interviewwith specialists and work observation

Occupational (qualification) research requires investigation of theactual work process, analysis of its parameters and specifications.Depending on the size of the target sector and types of different companies,it is necessary to choose a different number of companies to reveal theactual situation.

Work place research is an essential instrument not only for researchers,but also for teachers as well seeking to determine the major work areasand main competencies necessary to perform a concrete vocational workactivity. The advantage of such research type for teachers is the opportunityto be introduced with the main problems, applied equipment (apparatus),methods, work organization, etc. This allows to organise teaching andlearning oriented to the work objectives and problems and increase


144

motivation (when learners test their knowledge practically in motorvehicle service companies).

It is important to relate workplace research in the companies andeducational institutions to compare qualification demands with theteaching supply.

Practical advice:

1. Contact company owners or other responsible persons and ask forpermission to visit workshops and perform employee interviewduring 1-3 days. If possible, ask for permission to use recordingequipment.

2. Prepare a questionnaire for the workshop authority people.

3. Prepare a questionnaire for the workshop specialists.

4. Observe the whole process of the customer orders starting fromthe first contact to the return of the motor vehicle to the customer.Assess the following:

• Which employees participate in all the work process stages;

• The number of orders and smaller work tasks in each of theworking areas;

• Papers and forms in the business and work processes.

5. Observe the work of specialists to understand the difficulties theyface and the necessary competencies for solving the workshopproblems.

6. Talk to specialists (skilled workers) and find out how they overcomethe difficulties (what kind of equipment is are necessary, how theyhandle it, how they communicate during the work process, howthey share and use each other’s experience, etc).

7. Explain the purpose of your visit to the company’s employees andask them to fill in the questionnaire.


145

The main case research outcome is a received overview of thefollowing:

• The working areas (their contents, their share in the common work);

• The work organisation in the company;

• The competencies of the skilled workers necessary to solve theproblem and perform the tasks.

Having researched the work process during the workplace research,using observation and interview methods, the research outcomes areevaluated further.

The following aspects of the work objectives are important forvocational education and training optimisation evaluation:

• complexity

• frequency and

• importance for the profession.

Assessment is performed after the interview of the skilled workershas been carried out.

For the work process research and for the assessment of its outputs itis important to choose such companies and such employees that bestrepresent the experience in the sector. Work process analysis requiresperforming a deep overview and reflection of the skilled employee workcontent. Further some practical advice follows:

• Skilled workers should accept you. Respect their culturalbackground and experience.

• It is necessary to speak and discuss technical questions.

• Allow an employee to be aware that you are interested in hisexperience and knowledge.

• Ask an employee to “think aloud”.


146

• Clarify every observable employee’s action which you do notunderstand or think that the observable action should be performeddifferently. Avoid criticising his actions immediately after gettingacquainted with the employee.

• After some time you will be able to differentiate the most importantand complicated work objectives. Gather all the information abouthow to perform and achieve these objectives (techniques how touse appliances, equipment, materials, information resources,cooperate with other employees) and what necessary competenciesyou have noticed.

• Try to group these work tasks (e.g., changing brake shoes, discs,tyres is changing worn out parts).

Outcome samples

The main outcome of work process analysis is detailed informationabout the competencies exercised during the work trying to solve variouswork tasks.

Usually a list of hundreds and thousands of small work tasks is made.Grouping and organizing these tasks according to the logics of thedevelopment (simplifying: from simple to more complicated tasks) allowsto create an orderly list of vocational work tasks (12-18) for the specificationof teaching.

Outcomes of work process analysis – grouped work tasks of motorvehicle mechanic’s occupation:

1. Performance of inspection and technical maintenance work.

2. Motor vehicle maintenance competencies.

3. Changing simple worn out parts of the motor vehicle systems.

4. Administrational service objectives.

5. Application of expansion and extra installations.

6. Basic inspection including seasonal inspection.

7. Service tasks.


147

8. Repair of faults.

9. Search for faults / fault finding and elimination.

10. Special expansion and extra installation.

11. Repair of aggregates.

12. Special diagnostics and repair.

13. Emergency repair and defect elimination.

14. Dealing with customers’ complaints.

15. Trial of alternative systems.

The groups of this work tasks bear a similar meaning for learnerdevelopment. Therefore, these tasks should not be taught one after another,but in the following sequence: in the beginning, more attention should bedevoted to the tasks at the beginning of the list, at the end of teaching – tothe final tasks (cf. Rauner/Spottl 1995).

The assessment of the work tasks performed by skilled workers,having long work experience and a lot of knowledge about work processin the motor vehicle service area, can help to inspect the results andsequence work tasks from the beginning of teaching till the end (Fig. 10).

Fig.13. Most and least important motor vehicle mechanic occupationalactivity tasks in Lithuania


Assessment of competencies

Secondary competencies

• Special expansions andextra installations

• Service tasks

• Administration tasks

• Automobilemaintenance

• Standard expansionsand extra installations

Primary competencies

• Elimination of faults

• Finding faults and their

repair

148

Fig. 14. Areas of motor vehicle mechatronics activity

Standard service includes the objectives of motor vehicle inspectionand technical maintenance and extra service tasks such as summer,winter seasonal inspections. These tasks can be defined as:

Technical maintenance: technical maintenance is defined as aregular performance of certain tasks necessary for constant motor vehiclefunctioning without trouble.

Inspection: inspection includes performance of technicalmaintenance tasks and extra inspection of the selected motor vehiclesystem functioning (daily diagnostics).

Standard service tasks usually demand to perform all the workaccording to the producer standardised plans (e.g., inspection plans). Theseplans are related to quality standards which are supplemented with extrainspection lists and descriptions (e.g., “Exact technical maintenanceschedule”, “Instandhaltung genau genommen” VW). Thus, it requires


149

quality-oriented approach which provides learners with manyperspectives, whereas a lot of standard service tasks can be performedfrom the very beginning of the practical training. Service workshops usestandard information systems to identify motor vehicles, determine spareparts and carry out work plans. They are based on rather complicatedinformation and communication systems (ICT) partly linking servicesand motor vehicle producers.

Repair tasks are based on a clear repair work sequence. They can bedistinguished into

1. Replacement of worn out parts.

2. Repair of faults.

3. Repair of aggregates.

Typical samples of deteriorated part replacement are replacement ofbrakes shoes, tyres, silencer, starter, dampers. These tasks can becharacterised by common features, but amount of individual worknecessary to carry out every task is different. These tasks can be performedwithout any specialisation or special experience, directly according to theproducer instructions and recommendations.

Repair of faults-malfunctioning focuses on the repair area of thebroken aggregates, their components and systems. The location of thefault is known, but the fault itself and its impact have to be evaluated.Typical examples of this kind of repair are after-accident repair of motorvehicle axis breakage or fractures (axles), connectors, functional drive partsand clutch defects as well as repair of vehicle electric control system andvehicle body.

Aggregate repair consists of complete repair of components and units,such as gearbox, engine as well as repair of components and details suchas cylinder head inspection and repair. These work tasks require verythorough and comprehensive repair skills as well as good knowledge andskills in diagnostics.


150

Diagnostics is a part of almost all everyday service activities.Diagnostics tasks are usually carried out together with other everydayservice tasks; therefore it is difficult to distinguish them. Often it leads toloss of quality, as complete diagnostics requires assessment of brokensystems and foreseeing further repair steps. Everyday ordinary diagnosticsis often performed within the framework of standard service (reading thememory of faults and reprogramming, determining technical maintenanceintervals, inspection, examination during the vehicle functioning, etc.).The scope of integrated diagnostic tasks is constantly increasing. Thiskind of diagnostics includes such tasks as adaptation of characteristicschemes, activation of sensors for the inspection purposes, parametrictasks, assessment of fault content and general assessment of the vehiclestate by using diagnostic data and compiling them in control equipment.Diagnostics that is carried out according to manufacturer standards alsoplays an important role. In this case search for faults has to be performedaccording to the set rules, shemes and strategies. In many cases diagnosticsof this type is performed using computerised and expert diagnostic systems.Experience based diagnostics is applied in those cases when diagnosticsaccording to the manufacturer standards is not efficient and cannot becarried out or it is too expensive or demands too much time. In order forskilled workers to develop their own diagnostic strategies based on theirexperience, they have to be provided with a lot of comprehensiveinformation and support. Diagnostics of this type is applied diagnosingsmall causal faults and is not documented in producer instructions.

3.11. Functional analysis of motor vehiclemechanic’s work


151

1. R

ecei

ving

the

cust

o-m

er

Com

pete

ncie

sne

cess

ary

to p

erfo

rmw

ork

acti

vity

Acti

vity

is

perf

orm

edby

the

rec

epti

onis

t or

mas

ter

depe

ndin

g to

the s

ize a

nd sp

ecia

liza-

tion

of

the

mot

or v

e-hi

cle s

ervi

ce co

mpa

ny

Repr

esen

tati

onan

d co

rrec

tnes

sof

com

mu

nic

a-tio

n. E

licita

tion

ofth

e n

eces

sary

com

preh

ensi

vein

form

atio

n.

1. T

o lis

ten

to t

he c

usto

-m

er’s

com

plai

nts

abou

tth

e m

otor

veh

icle

’s te

ch-

nica

l co

ndit

ion

and

his

requ

ests

2. T

o as

sess

com

pany

’ste

chni

cal,

tech

nolo

gica

lan

d hu

man

reso

urce

ca-

paci

ties

to

solv

e th

ecu

stom

er’s

pro

blem

s re

-la

ted

to th

e cha

ssis

func

-ti

onin

g di

sord

ers.

Wor

kpla

cesp

ecifi

catio

nsW

ork

spec

i-fic

atio

nsW

ork

stag

esSk

ills

in c

omm

unic

a-ti

on a

rea;

Abili

ty t

o un

ders

tand

the

cust

omer

’s n

eeds

and

capa

citi

es t

o m

e-et

thos

e ne

eds.

Abili

ty t

o fo

rese

e, c

al-

cula

te, r

aise

the p

ossi

b-le

pre

cond

itio

ns c

au-

sing

the m

otor

veh

icle

diso

rder

s

Wor

k qu

alit

ativ

ere

quir

emen

tsW

ork

orga

niza

tion

spec

ifica

tion

sW

ork

task

s

2.

Ass

ess-

men

t of t

hec

ha

ss

iste

chn

ica

lco

nditi

on.

1. V

isua

l in

spec

tion

of

susp

ensi

on,

axis

an

dw

heel

s.2.

Insp

ecti

on p

f su

spen

-si

on, a

xis a

nd w

heel

s by

liste

ning

to

the

soun

dspr

oduc

ed d

urin

g ve

hicl

efu

nctio

ning

.3.

Ins

pect

ion

of w

heel

bala

nce b

y m

easu

ring

.4.

Insp

ecti

on o

f the

chas

-si

s uni

ts te

chni

cal c

ondi

-ti

on a

pply

ing

diag

nost

icde

vice

s and

equi

pmen

t.5.

In

spec

tion

of

tyre

depr

ecia

tion.

6. A

naly

sis o

f dia

gnos

tic

data

, ide

ntify

ing

faul

ts,

thei

r cau

ses a

nd fo

rese

e-

Accu

racy

of

diag

-no

stic

pro

cedu

repe

rfor

man

ce.

Insu

ranc

e of

rel

i-ab

ility

of

the

ob-

tain

ed d

ata

by in

-sp

ecti

on.

Coor

din

atio

n o

fva

riou

s dia

gnos

tic

met

hods

aim

ing

atob

tain

ing

mor

e re-

liabl

e da

ta.

Accu

racy

and

thor

-ou

ghne

ss o

f the

in-

form

atio

n

pre-

sent

ed t

o th

e cu

s-to

mer

abo

ut t

hede

tect

ed

brea

k-do

wn

and

faul

ts in

Labo

ur se

cu-

rity

requ

ire-

men

ts

for

wor

k w

ith

elev

ati

ng

gear

s

Car

lift

(2

col-

umns

, 2,5

t li

ft-

ing

pow

er)

Wh

eel

alig

n-

men

t ru

ler,

whe

el b

alan

cest

and,

stan

d fo

rda

mpe

r ch

eck-

ing,

car

whe

elan

gle r

egul

atio

nst

ands

.Co

mpu

teri

zed

chas

sis

diag

-n

osti

c eq

uip

-m

ent

Tool

s: m

eter

s,ke

ys.

Wor

k pl

ace i

nfor

-m

atio

n m

ate-

Perf

orm

s sp

ecia

lly a

s-si

gned

mot

or v

ehic

lere

pair

sp

ecia

lize

dw

ork

acti

viti

es (

inla

rge

com

pani

es),

orth

e sam

e em

ploy

ee re

-ce

ives

the

cus

tom

er’s

orde

rs a

nd p

erfo

rms

repa

ir w

ork

(in s

mal

lan

d m

ediu

m m

otor

vehi

cle r

epai

r sho

ps)

Rela

tion

ship

s w

ith

othe

r wor

k pl

aces

: pre

-se

ntat

ion

of t

he o

b-ta

ined

dat

a to

per

form

repa

ir w

ork,

info

rmin

gth

e cu

stom

er a

bout

the

diag

nost

ic re

sults

,ex

plan

atio

n o

f th

e

Voca

tion

al t

echn

ical

know

ledg

e an

d sk

ills:

theo

retic

al k

now

ledg

ein

mot

or v

ehic

le m

e-ch

anic

s (c

hass

is c

on-

stru

ctio

n, t

echn

ical

char

acte

rist

ics

of i

tsco

mpo

nent

s an

d it

sfu

ncti

onin

g pa

ram

-et

ers,

mai

n ca

uses

of

the

chas

sis

and

its

unit

s fau

lts, e

tc.),

abi

l-it

y to

pra

ctic

ally

iden

-ti

fy f

ault

s by

usi

ngsi

mpl

e an

d co

mpl

ica-

ted

diag

nost

ic m

eans

.W

ork

orga

nis

atio

nkn

owle

dge

and

skill

s:w

ork

plac

e or

gani

sa-


Wor

k a

rea:

ch

assi

s di

agn

osti

cs a

nd

repa

irW

ork s

afety

and e

n-vir

onm

enta

l pro

tec-

tion

requ

irem

ents

152

ing

way

s of

cau

seel

imin

atio

n.7.

Reg

iste

rin

g an

ddo

cum

enta

tion

of t

hedi

agno

stic

s out

com

es.

chas

sis

perf

or-

man

ce.

Dee

per

inte

rest

into

th

ecu

stom

er’s

nee

dsre

ques

t, h

elpi

ngth

e cu

stom

er t

om

ake t

he ri

ght d

e-ci

sion

reg

ardi

ngth

e ne

cess

ity

and

scop

e of t

he re

pair.

rial

: ins

truc

tion

s in

stan

ds,

man

ufa

c-tu

rer

inst

ruct

ions

and

cata

logu

es,

chas

sis i

nstr

uctio

nal

tech

nolo

gica

l car

ds

tion,

abi

lity

to w

ork

ina

grou

p.Co

re sk

ills:

kno

wle

dge

and

skill

s in

com

mu-

nica

tion

wit

h cu

stom

-er

s, a

naly

tica

l ski

lls –

abil

ity

to r

aise

as-

sum

ptio

ns a

bout

the

poss

ible

bre

akdo

wn

on t

he b

asis

of

the

fun

ctio

nin

g di

stu

r-ba

nce s

ympt

oms,

abil-

ity

to c

heck

the

as-

sum

ptio

ns.

3. P

lan

nin

gth

e ch

assi

sre

pair

wor

k.

1. O

n th

e ba

sis

of t

hedi

agno

stic

res

ults

, to

fore

see t

he re

pair

wor

kst

ages

.2.

To

choo

se r

epai

rw

ork

tech

nolo

gy a

ndte

chni

cal m

easu

res.

3. T

o ch

oose

the

nece

s-sa

ry m

ater

ial.

Corr

espo

nden

ce o

fth

e re

pair

pla

n to

the

cust

omer

’s o

r-de

rs (

the

scop

e of

the

perf

orm

edw

ork,

eco

nom

y of

the

carr

ied

wor

k,w

ork

perf

orm

ance

term

s, e

tc.)

Rati

onal

ity

and

econ

omy.

Can

be c

arri

ed o

utin

divi

dual

ly o

r in

grou

ps.

Plan

nin

g an

dor

gani

sati

on k

now

l-ed

ge a

nd sk

ills;

abi

lity

to s

earc

h fo

r al

tern

a-ti

ve so

luti

ons.

Choo

sing

qua

lita-

tive

par

ts u

sed

inch

angi

ngFo

llow

ing

the

re-

quir

emen

ts

for

whe

el b

alan

cing

4. R

epai

r of

chas

sis

and

its

part

s.

1. To

dis

asse

mbl

e cha

s-si

s un

its:

sus

pens

ion,

axle

s, a

nd w

heel

s.2.

To

dete

ct c

hass

issu

spen

sion

and

axi

spa

rts

Safe

ty re

quir

e-m

ents

fo

rw

ork

wit

h lif

t-in

g de

vice

s,sa

fety

inst

ruc-

tion

s pl

acin

g

Tech

nica

l dev

ices

:M

otor

veh

icle

lif

t,w

hee

l ba

lan

cin

gst

and,

whe

el m

ount

-in

g st

and,

wh

eel

alig

nmen

t rul

er, d

y-

Indi

vidu

al w

ork

and

wor

k in

grou

ps a

nd t

heir

com

bina

tion

. Co

-op

erat

ion

an

dco

mm

un

icat

ion

Voca

tion

al-t

echn

ical

know

ledg

e an

d sk

ills:

theo

retic

al k

now

ledg

ein

mot

or v

ehic

le m

e-ch

anic

s (c

hass

is c

on-

stru

ctio

n, te

chni

cal

Com

pete

ncie

sne

cess

ary

to p

erfo

rmw

ork

acti

vity

Wor

kpla

cesp

ecifi

catio

ns

Wor

k sp

eci-

ficat

ions

Wor

k st

ages

Wor

k qu

alit

ativ

ere

quir

emen

ts

Wor

k safe

ty an

d en-

viron

men

tal p

rotec

-tio

n re

quire

men

ts

Wor

kor

gani

zati

onsp

ecifi

cati

ons

Wor

kta

sks


153

3. T

o re

plac

e th

e w

orn

out

or b

roke

n pa

rts

(spr

ings

, pu

ll r

ods,

etc.

) by

new

par

ts.

4. T

o pe

rfor

m w

heel

bala

ncin

g an

d al

ign-

men

t (to

e-in

, toe

-out

).5.

To

asse

mbl

e th

ech

assi

s.

prec

isio

n (e

.g.,

5 g

prec

isio

n)M

eetin

g th

e req

uire

-m

ents

for

wor

kti

dine

ss a

nd w

ork

cultu

re -

plac

emen

tof

equ

ipm

ent

and

devi

ces,

han

dlin

gto

ols

acco

rdin

g to

the p

urpo

se.

spri

ng

com

-pr

essi

on to

ols,

safe

ty re

quir

e-m

ents

fo

rw

ork

wit

hco

mp

ress

edai

r, d

ism

an-

tling

and

reas

-se

mbl

ing.

Envi

ronm

ent

prot

ecti

on r

e-qu

irem

ents

:ty

re u

tilis

atio

nru

les,

dam

per

repl

acin

g en

vi-

ron

me

nta

lpr

otec

tion

as-

pect

s, c

hang

ean

d ut

ilisa

tion

of p

rote

ctio

nru

bber

s

nam

omet

er

key,

tyre

repa

ir to

ols,

spe-

cial

tool

s for

ass

em-

blin

g su

spen

sion

barr

els,

spec

ial t

ools

for p

ress

ing

spri

ngs,

air

com

pres

sor,

hy-

drau

lic p

ress

, whe

elal

ignm

ent s

tand

for

mot

or v

ehic

le a

nd it

ssu

pple

men

ts;

Lift

for

whe

el a

lign-

men

t (t

oe-i

n, t

oe-

out),

dam

per c

hang

-in

g de

vice

s fo

r ca

rsan

d m

icro

buse

s (K

70;

K 1

01;

K 4

0),

spri

ng

clam

pin

gto

ol;

pneu

mat

icsc

rew

dri

ver.

Mat

eria

ls:

spar

epa

rts,

tyr

es,

and

spri

ngs.

Infr

astr

uctu

re: e

lec-

trici

ty, c

ompr

esse

d air.

Mea

ns o

f in

form

a-ti

on: m

otor

veh

icle

repa

ir in

stru

ctio

ns in

the

stan

ds, c

hass

isin

stru

ctio

nal t

echn

o-lo

gica

l car

d, m

anu-

fact

ure

r in

stru

c-ti

ons,

oth

er a

ddi-

tiona

l lite

ratu

re, a

ndte

ache

r or

mas

ter

guid

elin

es.

betw

een

w

ork

plac

es a

ccor

ding

to t

he w

ork

pro-

cess

tech

nolo

gica

lse

quen

ce

and

wor

k ef

fici

ency

requ

irem

ents

.

char

acte

rist

ics

of i

tsco

mpo

nent

s and

func

-ti

onin

g pa

ram

eter

s,m

ain

caus

es o

f ch

as-

sis a

nd it

s uni

ts b

reak

-do

wns

and

way

s of

thei

r elim

inat

ion,

etc.

),sk

ills

in

brok

en e

le-

men

t de

fect

ing,

wor

kw

ith

equi

pmen

t ski

lls(w

ork

wit

h m

otor

ve-

hicl

e lif

ts, w

heel

bal

-an

cing

and

mou

ntin

g),

skill

s in

dis

man

tlin

gan

d re

asse

mbl

ing.

Wor

k or

gan

isat

ion

know

ledg

e an

d sk

ills:

wor

k in

gro

ups k

now

l-ed

ge a

nd s

kills

, dec

i-si

on-m

akin

g, w

ork

proc

ess q

ualit

y as

sur-

ance

kno

wle

dge

and

skil

ls,

wor

k cu

ltur

ean

d ti

dine

ss sk

ills.


154

5.

Test

ing

chas

sis

afte

rits

repa

ir a

ndin

spec

tion

of

its

tech

nica

lco

nditi

on

1. T

o de

term

ine

if t

here

pair

ed c

hass

is u

nit

func

tion

s ac

cord

ing

toth

e man

ufac

ture

r mai

n-te

nanc

e req

uire

men

ts.

2. H

avin

g de

tect

ed in

ad-

equa

cies

, to

exa

min

eth

eir c

ause

s and

fore

see

the

mea

sure

s fo

r th

eir

elim

inat

ion

1. R

epai

r w

ork

qual

ity in

spec

tion

shou

ld co

rres

pond

to t

he m

anuf

ac-

ture

r qu

alit

y re

-qu

irem

ents

.

Tech

nic

al

de-

vice

s: d

iagn

osti

cm

easu

res a

nd in

-st

rum

ents

, whe

elal

ignm

ent

(toe

-in

, toe

-out

) rul

er,

com

pu

teri

zed

chas

sis

diag

nos-

tics

sys

tem

.In

fras

truc

ture

:el

ectr

icit

y, c

om-

pres

sed

air.

Mea

ns o

f in

for-

mat

ion:

car

re-

pair

inst

ruct

ions

in t

he

stan

ds,

chas

sis

inst

ruc-

tiona

l tec

hnol

ogi-

cal

card

, man

u-fa

ctur

er in

stru

c-tio

ns, o

ther

add

i-ti

onal

lite

ratu

re,

teac

her o

r mas

ter

guid

elin

es

Voca

tion

al-t

echn

ical

know

ledg

e an

d sk

ills:

know

ledg

e in

qua

lita-

tive

cha

ssis

fun

ctio

n-in

g pa

ram

eter

s, kn

ow-

ing

the

stan

dard

s of

repo

rt w

ork

qual

ity,

chas

sis f

unct

ioni

ng d

i-ag

nost

ic t

echn

olog

ykn

owle

dge

and

skill

s.Ge

nera

l com

pete

ncie

s:cr

itic

al r

easo

ning

, ac-

cura

cy,

abil

ity

toan

alys

e, d

ecis

ion

mak

-in

g, i

nfor

mat

ion

se-

lect

ing

and

com

mun

i-ca

tion

ski

lls.

Perf

orm

ed b

y th

esa

me

empl

oyee

sw

ho c

arri

ed o

utre

pair

wor

k un

der

the

supe

rvis

ion

ofm

aste

rs a

nd p

ar-

tici

pati

on o

f cu

s-to

mer

s.Ha

ving

foun

d m

is-

mat

chin

g,

the

who

le r

oute

of d

i-ag

nost

ics

and

re-

pair

wor

k is

re-

view

ed a

nd w

ork

is st

arte

d fr

om th

ere

quir

ed s

tage

in

orde

r to

elim

inat

eth

e m

ism

atch

.Co

ntro

l res

ults

are

fixed

in c

ompa

nyac

coun

ting

doc

u-m

ents

an

d cu

s-to

mer

doc

umen

-ta

tion.


Com

pete

ncie

sne

cess

ary

to p

erfo

rmw

ork

acti

vity

Wor

kpla

cesp

ecifi

catio

nsW

ork

spec

i-fic

atio

nsW

ork

stag

esW

ork

qual

itat

ive

requ

irem

ents

Wor

k or

gani

zati

onsp

ecifi

cati

ons

Wor

kta

sks

Wor

k safe

ty an

d en-

viron

men

tal p

rotec

-tio

n re

quire

men

ts

155

3.12. Analysis of the research into competencies

Research steps:

1. Company selection criteria are defined (criteria table).

2. Potential companies are selected for the questioning.

3. Questionnaire is prepared.

4. Questioning is performed.

5. Questionnaire analysis is carried out.

6. Main competencies are distinguished.



Com

pan

y se

lect

ion

cri

teri

a fo

r co

mpe

ten

ce r

esea

rch

Com

pan

y se

lect

ion

cri

teri

a fo

r co

mpe

ten

ce r

esea

rch

Acco

rdin

g to

the

chos

en c

rite

ria

32 c

ompa

nies

wer

e se

lect

ed in

Kau

nas a

nd M

arija

mpo

lë re

gion

s, w

hich

wer

edi

stri

bute

d in

to th

e ta

ble.

It w

as a

imed

to d

isti

ngui

sh c

ompa

nies

acc

ordi

ng to

the

follo

win

g cr

iter

ia:

a)co

mpa

ny si

ze;

b)re

gion

alit

y;

c)w

ork

field

;

d)w

ork

acco

rdin

g to

the

mot

or v

ehic

le ty

pe.

157

3.13. Competence assessment

The survey of motor vehicle repair workshop company employeesand top personnel was carried out using the questionnaire prepared byFlensburg university representatives. Research data revealed the followingtendencies:

Responding to the question about the importance of motor vehiclemechanic’s competencies, small companies (from 1 to 4 employees) referredto the competencies related to their work specialisation: fault finding,their repair, replacing worn-out parts or systems. Whereas competenciesrelated to the system work, service goals and motor vehicle maintenancewere evaluated as less important.

Competence assessment distribution by the personnel in companieswith 5-9 employees is rather equal. Almost all the activities related withmotor vehicle repair, diagnostics, maintenance, etc. were evaluated asimportant, including system testing, finding incidental defects, specialdiagnostics, repair, fault finding and repair work. Special expansion,additional installation work was evaluated as less important.

Competencies related to aggregate repair, customer incidentalcomplaints, incidental defects, special expansions, additional installations,inspection and maintenance work, system testing, repair of the worn-outsystems and their parts are very important in companies having 10-19employees.

Medium size companies estimated the knowledge and skills in thefollowing areas as less important: administration service, specialexpansions, additional installations, and motor vehicle maintenance.Competencies related to such work as special diagnostics, aggregate repair,breakdown repair, fault finding and repair, and repair of worn out partswere evaluated as very important.

Large companies indicated competencies in the following areas asmost important: system testing, breakdown detection and repair, work


158

with customer complaints, incidental defects, seasonal inspection.

Summarising it can be concluded that the majority of companiesindicated breakdown detecting and repair as one of the core competencies.

3.14. Continuing vocational education andtraining in motor service companies

The results of the research showed that 10 out of 18 researchedcompanies organize measures of continuing vocational training orparticipate in them. Small companies take part in training organised byeducational institutions or larger companies. Companies with 10-50employees organise training themselves or participate in manufacturer-organised training. All company groups indicated that they usemanufacturer recommendations, descriptions, instructions and otherliterature.

Small company (1 - 4 employees) top personnel indicate that weakpoints in motor vehicle mechanic’s work are lack of experience, lack ofknowledge about engines and electric systems. They particularly lackspecialists in motor vehicle body repair and electronic system repair. Smallcompanies take part in training, and also try to use motor vehiclemanufacturer technical catalogues and instructions.

Company with 5 - 9 employees top personnel indicate that they lackelectronic system, body repair, motor vehicle painting, and preparation formotor vehicle painting, motor mechanics specialists. In their opinion,vocational school graduates have only a general understanding aboutmotor vehicle mechanics; however, they have competencies incommunicating with customers and independent work. Employees in thisgroup of companies participate in training organized for motor vehiclepainting, preparation for painting, axis measuring work. According to theirrepresentatives, it is purposeful to organise training to teach people workwith new equipment.


159

Top personnel of companies with 10 - 19 employees indicate thatvocational school graduates lack practical skills, theoretical knowledge,initiative and responsibility. In their opinion, more attention should bedevoted to the development of the following competencies: painting workand communication with customers. Employees indicated lack ofknowledge to perform electric work, motor vehicle body repair, chassis,engine and aggregate repair, injection system work.

Representatives of medium size companies (20 - 49 employees) indicatelack of motor vehicle mechanics’ competencies in body repair, paintingand electronic area work. Companies agree that in the future more motormechanics of broad specialisation will be needed which will be able torepair, weld, to repair chassis, read technical literature, will have basics inforeign languages, skills in communicating with customers, will havecomputer literacy skills, will be responsible for their work, will knowquality requirements and will be able to work independently. Employeesof medium size companies take part in marketing, diagnostics, technicalrepair, work organization, sales area training.

Representative of large companies (over 50 employees) indicate theylack milling and turning equipment operators, electricians, diagnostics,aggregate repair and electronics specialists. Companies themselvesorganise training in work organisation, customer service IT system andmanagement fields.

Almost all the researched company employees lack knowledge andskills in electronics and motor vehicle body repair fields. They also lackcore skills such as knowing foreign languages, work with computer,initiative, responsibility and technical reasoning.



161

ANALYSIS

OF THE

TEACHING

PROGRAMMES

162 ANALYSIS OF THE TEACHING PROGRAMMES

163

Having performed work sectoral analysis and functional analysis,the current certified and used teaching programmes should be analysed.This would help to clarify the current work fields and competences includedin the existing teaching programmes and would allow to explore the gapbetween the developed teaching programmes and sectoral needs.

Teaching programme analysis takes into account the followingaspects:

1. Economical aspect – how much the qualifications provided by theteaching programme meet the requirements of the world of work.In this case the achievement criteria are developed in cooperationwith employers.

2. Pedagogical aspect which indicates:

- if the teaching programme equips the learner with reliable skillsto plan, perform and monitor his vocational activity;

- if the programme creates opportunities for learners to participatein continuing vocational education and training activitiesseeking to sustain the acquired vocational competencies.

3. Teaching quality aspect which includes requirements forpedagogical staff qualification, relationship between generaleducation and vocational education and training in the teachingprogramme, relationship between theoretical and practicalteaching, assessment requirements and their role in ensuring thegrowth of the teaching quality.

4. Aspect of programme systematicity which indicates how a concreteprogramme is appropriate in the context of vocational educationand training system and occupational standards.

5. Aspect of occupational mobility indicating what occupationalmobility opportunities are provided by the acquired qualificationand its accreditation system.

6. Aspect of further accessibility of learning and studies whichexpresses the possibilities of the programme to continue education.

ANALYSIS OF THE TEACHING PROGRAMMES

164

Teaching programme analysis criteria depend on the fact if thevocational education and training programme under analysis has thecertified vocational training standards which define the main relevantoccupational requirements: occupational qualifications, main educationalgoals, content, final evaluation and qualification accreditation procedure.Standards are developed taking into account labour market demands andrequirements for the concrete qualification, and also with regard tovocational education and training traditions in foreign countries andLithuania. Standards indicate key educational goals and assessment oflearner knowledge, skills and abilities; however it provides the right foreducational institutions to change the teaching content at their owndiscretion. Schools can create apply various educational forms andmethods to achieve the set goals. Thus, the standards determine thestandardised teaching programme parts.

Fig. 17. Criteria of vocational education andtraining programme analysis


165

Vocational education and training programmes can be analysed inthe vocational education expert, concrete work area expert and employersdiscussions. The number of the analysed programmes should not be lowerthan 4-5 teaching programmes.

4.1. Teaching programme characteristics

Comparing teaching programmes it is important to take into accountthat the teaching programmes that are being compared correspond to thesame educational background and the same stage of particular workactivity skills. Different vocational education background levels differ intheir content, time resources, and necessary skills, teaching and learningmethods.

Teaching programme is also characterised by the entrancerequirements, i.e. competencies (often related to general education) whichare required from the person who aims at acquiring vocationalcompetencies defined in the standard. There are general requirementsaccredited in the Ministry of Science and Education (applicant age, healthstatus, documents certifying basic or general education, etc.). However, todetermine the specific skills of the applicants, vocational education andtraining institutions can apply other means such as tests, etc.

Final evaluation of the achieved teaching goals takes up an importantpart in the teaching programmes. Final evaluation is performed after thecompletion of the whole teaching programme and is used as the basis forvocational qualification recognition. In Lithuania, such achievementrecognition is most often held during final examinations. Their resultsallow to determine if the learner has achieved the necessary vocationalqualification upon the completion of the intended teaching programme.The key parameters of the final examination are always included inoccupational standards. If a standard of a certain occupation does notexist, it is necessary to compare the procedures, sequence and criteria ofthe checking the acquired professional knowledge and skills.

Provision of the core skills is not planned in the teaching programmes.


166

Core skills can be various and they often are based of the achievements ofthe personal nature. These are social skills (communicability, tolerance,partnership, discretion, etc.), personal skills (accuracy, honesty,responsibility, thoroughness, etc.), formal skills (analytical thinking,systemic thinking, creativity, ability to concentrate, etc.). As this parameterof teaching programme comparison is not defined in the standard, coreskills are integrated with special competencies both, in the teachingprogrammes and on the goal level.

If the standard of a certain occupation is certified, vocational activityareas and competencies are clearly defined and there is a closed(unchangeable) teaching programme part. Work areas characterise theprofile of a concrete occupation. Standard defines vocational activity areas,i.e. what tasks are to be carried out and in what sequence (e.g.,independently or according to the instructions) in order to successfullyimplement the work, relevant to the occupation. The standard alsodescribes competencies necessary to carry out concrete work activityfunctions, i.e. employee occupational and core skills based on theyknowledge, abilities, dispositions and attitudes.

If there does not exist a certified occupational standard, it is necessaryto compare work areas of the same occupation, the same vocationalbackground level and stage as well as relevant competencies.

Lithuanian vocational education and training standard standardisesgoals (competencies) and intermediate objectives. Whereas direct and smallaims lie within the competence of the school and the teacher who plansconcrete teaching measures. Determination of the scope of knowledge,cognition and actions necessary to achieve the goals, independentteaching subjects or modules, forms, methods and ways of achievingconcrete direct goals also lie within the competence of the school and theteacher.

The ration of theoretical and practical teaching is also a significantindicator of vocational education and training programmes oriented tothe increase of learner employment opportunities.


167

4.2. Teaching programme analysis

On the basis of the information gathered and summarised by theproject partners, the Centre for Vocational Education and Training Researchat Vytautas Magnus University carried out a comparative analysis ofoccupational standards and programmes of motor vehicle mechanics’vocational educational level 3 in Lithuania, Germany and Finland. Researchcompared the following parameters of vocational training programmes:programme titles, provided qualification, training duration, entrancerequirements, specialisation indicated in the programmes, the ratio oftheoretical and practical training, the targeted competence.

The comparative analysis showed that according to many parametersLithuanian, German and Finnish motor vehicle mechanic’s curricula aresimilar. German motor vehicle mechanic’s vocational teachingprogrammes differ from Lithuanian and Finnish programmes by morecomprehensive and sequential motor vehicle mechanic’s competencedescriptions, appropriate to motor vehicle and its system and aggregaterepair technology and sequence. In these programmes, differently fromLithuanian and Finnish, great attention is paid to work process planning,constant inspection of work and its results quality, environment protectionand efficient raw material use, right to work and negotiations withemployers competence. In Lithuanian motor vehicle mechanic’soccupational standard and teaching programmes, differently from Germanand Finnish programmes, core competencies are not distinguished into aseparate group. It is obvious that German and partly Finnish motor vehiclemechanic’s vocational education and training programmes are moreoriented to the requirements of the world of work. German motor vehiclemechanic’s vocational education and training programme is more clearlyoriented to employer needs in the area of provided competencies andprospective worker needs and interests related to social and juridical safety.

German and Finnish motor vehicle mechanic’s vocational educationand training programmes, in comparison with Lithuanian motor vehiclemechanic’s vocational education and training standard are more flexible


168

in the provided vocational qualifications and specialisation areas. Theyprovide learners with greater professional mobility and betteropportunities to adapt to the changing labour market requirements.Despite certain differences, the comparative analysis indicates thatcountries have sufficient possibilities to develop common modules ofmotor vehicle mechanic’s vocational education and training.

4.2.1 Comparison of motor vehicle mechanic’s work functionsindicated by Lithuanian, German and Finnish motor vehiclemechanic’s level 3 vocational education and trainingprogrammes

1. Generalvocationaleducationand train-ing subjects

2. Technicalinspectionand diag-nostics

Motor vehicle technicaldiagnostics and mainte-nance

Work with motor vehicletechnical maintenanceand repair equipmentand devices, processingof diagnostic informa-tion and data

Reading of technicaldocumentation, use andpreparation

Electrical andelectronical technologies

Technologies of hydrau-lics and pneumatics

Inspection and measure-ments

Fault finding and deter-mining their causes

Technical drawing

Basics in electrotechnics(electric engineering)

Basics of hydraulics andpneumatics technologies

Physics and chemistry(related to vocationalarea)

Information technolo-gies in motor vehicles

Material science – ma-terial technologies

Motor vehicle construc-tion

Basics in diagnostics

Fault finding in me-chanical system

Fault finding in electri-cal part

Workfunctions

Lithuanian motor ve-hicle mechanic’s occu-pational standard

German motor vehiclemechanic’s occupationalstandard

Finnish motor vehiclemechanic’s occupationalstandard


169

3. Repair ofmotor ve-hicle sys-tems andaggregates

Repair of motor vehiclesystems and aggregates

Selection and change ofspare parts, aggregatesand technical mainte-nance materials ensur-ing the necessary qual-ity of motor vehicle tech-nical state.

Work with motor vehicletechnical maintenanceand repair equipment,processing of diagnosticinformation data.

Inspection of exhaustgas and pollution harm-ful to the environmentreduction equipment

Inspection, regulatingand actuating mechani-cal, hydraulic, pneu-matic, electric and elec-tronic systems andunits.

Assessment of motorvehicle breakdowns andfaults

Repair of motor vehiclesystems and compo-nents

Repair of motor vehiclestructural and coveredcomponents and aggre-gates

Installation of extraunits and systems,mounting of supplemen-tary elements

Assemblage

Mechanical (manual)processing

Mechanical processingusing equipment

Welding, thermal cut-ting

Quality assurance of thework that is being per-formed including adja-cent operations

Analysis of caults andrepair cost evaluation

Maintenance and repairof the chassis and trans-mission

Maintenance and repairof the engine and elec-trical part

Vehicle body repair

Repair of vehicle bodyparts

Metal processing (prac-tice)

Technologies of me-chanical processing andassemblage

Practice of electrical partwork

Materials and welding


Workfunctions




170

4. Technicalm a i n t e -nance ofmotor ve-hicles, theirs y s t e m sand aggre-gates

5. Adminis-t r a t i v etasks andc u s t o m e rservice

Technical diagnosticsand maintenance ofmotor vehicles

Cleaning and washingmotor vehicle parts,checking their quality

Lubrication and oil fill-ing work

Work with motor vehicletechnical maintenanceand repair equipment,devices and processingdiagnostic informationdata

Financial accounting ofmotor vehicle technicalmaintenance and repairwork

Communication withcustomers

Motor vehicle driving

Skill in looking for em-ployment and work

Technical maintenance

Dismantling and assem-blage of components,aggregates and systemsperforming technicalmaintenance

Technical maintenanceof the motor vehicle

Work law, law of collec-tive negotiations, worksecurity requirements

Work safety, environ-ment protection and ra-tional use of energeticresources

Work process planningand preparation, controland evaluation of thework results

Motor vehicle technicalservice


Workfunctions




171

Title

of t

he p

rog-

ram

me,

trai

ning

dura

tion

, le

vel,

entr

ance

requ

ire-

men

ts p

rovi

ded

qual

ifica

tions

Wor

kfu

nctio

nsCo

mpe

tenc

ies

and

core

skill

s

Rati

on o

fth

eore

tical

and

prac

tical

trai

ning

Spec

ialis

atio

nTe

chni

cal a

ndte

chno

logi

cal

trai

ning

bas

is

LITH

UA

NIA

Mot

or v

ehic

lem

echa

nic

Du

rati

on a

nd

leve

l:2

– 3

yea

rs /

leve

l 3 (A

ccor

d-in

g to

ISCE

D: In

i-ti

al v

ocat

iona

ltr

aini

ng /

ISCE

D97

3 le

vel)

Min

imal

sco

peof

the

tea

chin

gpr

ogra

mm

e –

2960

tea

chin

gho

urs.

Requ

irem

ents

for t

he en

tran

ceto

the t

rain

ing:

For

leve

l 3

teac

hing

– b

asic

seco

ndar

y ed

u-ca

tion

(9 y

ears

).Co

nfer

red

qual

i-fic

atio

ns: m

otor

veh

icle

m

e-

1.

Tech

nic

alm

ain

ten

an

cean

d di

agno

stic

sof

m

otor

ve

-hi

cles

.2.

Rep

air

of m

o-to

r ve

hicl

e ag

-gr

egat

es

and

syst

ems.

3. C

lean

ing

and

was

hin

g th

epa

rts

and

thei

rqu

alit

y as

sur-

ance

.4.

Lu

bric

atio

nan

d oi

l cha

ngin

gw

ork.

5. S

elec

tion

of

spar

e pa

rts,

unit

s and

ope

ra-

tion

al m

ater

ial

and

chan

gin

gen

suri

ng th

e nec

-es

sary

lev

el o

fm

otor

veh

icle

1.1.

To

eval

uate

the

tec

hnic

al s

tate

of

mot

orve

hicl

e sy

stem

s an

d ag

greg

ates

on

the

basi

s of

exte

rnal

char

acte

rist

ics o

f the

mot

or v

ehic

le.

1.2.

To

dete

rmin

e th

e pa

ram

eter

s of

mot

or v

e-hi

cle m

echa

nism

and

syst

em fu

ncti

onin

g us

ing

inst

rum

ents

and

dev

ices

of t

echn

ical

dia

gnos

-ti

cs.

1.3.

To

perf

orm

the

dete

rmin

ed te

chni

cal m

ain-

tena

nce

proc

edur

es a

ccor

ding

to m

anuf

actu

rer

inst

ruct

ions

and

reco

mm

enda

tions

, mee

t the

set

wor

k sa

fety

and

envi

ronm

ent p

rote

ctio

n re

quir

e-m

ents

.1.

4. T

o us

e fit

ter t

ools

and

tech

nolo

gica

l tec

hni-

cal m

aint

enan

ce eq

uipm

ent s

afel

y an

d pu

rpos

e-fu

lly.

1.5.

To

perf

orm

fitt

er m

etal

and

sim

ilar

mat

e-ri

al w

ork.

1.6.

To

have

the

nec

essa

ry w

eldi

ng s

kills

and

com

pete

ncie

s: g

as w

eldi

ng, e

lect

rici

ty w

eldi

ng,

braz

ing.

1.7.

to

dism

antl

e m

otor

veh

icle

mec

hani

sms,

aggr

egat

es a

nd sy

stem

s acc

ordi

ng to

man

ufac

-tu

rer t

echn

olog

ical

requ

irem

ents

.2.

2. T

o de

term

ine

brea

kdow

ns (

faul

t fin

ding

),th

eir c

ause

s and

elim

inat

e the

m.

Pr

ac

tic

al

tr

ai

ni

ng

amou

nts

to a

tle

ast 7

0% o

f the

who

le t

rain

ing

time (

min

imum

800

hou

rs

ofpr

acti

cal

trai

n-in

g in

w

ork-

shop

s)in

2 y

ear

prog

-ra

mm

es; t

he ra

-ti

on o

f the

oret

i-ca

l an

d pr

acti

-ca

l wor

k is

:th

eore

tica

l tra

i-ni

ng30

% …

37%

/pr

actic

al63

% …

70%

. In

3 ye

ar p

rogr

am-

mes

the

rati

o of

theo

reti

cal

and

prac

tica

l tr

ain-

ing

is:

Acc

ordi

ng

toth

e m

otor

ve-

hicl

e ty

pe:

- Re

pair

an

dte

chni

cal m

ain-

tena

nce

of c

ars,

tru

cks,

bu

ses,

mot

orcy

cles

,et

c.-

Repa

ir

and

tech

nica

l mai

n-te

nanc

e of

agr

i-cu

ltura

l mec

ha-

nism

s an

d m

o-to

r ve

hic

les:

trac

tors

, co

m-

bine

har

vest

ers,

etc.

Acc

ordi

ng

toth

e ser

vice

func

-ti

ons:

1.Re

cept

ion

and

diag

nost

ics.

2.Re

pair.

3.T

ech

nic

al

Equi

pmen

t and

tool

s:

Mot

or v

ehic

lelif

ts –

3;

Whe

el m

ount

-in

g st

and;

Whe

el b

alan

c-in

g st

and

- 2;

Elec

tric

al d

evic

eco

ntro

l sta

nd –

2 Inje

ctio

n t

est

and

tun

e-u

pst

and

– 1

Ligh

t ad

just

-m

ent s

tand

– 1

CO g

as a

naly

ser

- 1 Body

repa

ir a

ndge

omet

ry re

con-

stru

ctio

n st

and

– 1

Pain

ting

equ

ip-

men

t


4.2.

2. M

otor

veh

icle

mec

han

ic’s

voc

atio

nal

edu

cati

on a

nd

trai

nin

g pr

ogra

mm

es:

com

para

tive

an

alys

is o

f Li

thu

ania

n, G

erm

an a

nd

Fin

nis

h p

rogr

amm

es

172

Title

of t

he p

rog-

ram

me,

trai

ning

dura

tion

, le

vel,

entr

ance

requ

ire-

men

ts p

rovi

ded

qual

ifica

tions

Wor

kfu

nctio

nsCo

mpe

tenc

ies

and

core

skill

s

Rati

on o

fth

eore

tical

and

prac

tical

trai

ning

Spec

ialis

atio

nTe

chni

cal a

ndte

chno

logi

cal

trai

ning

bas

is

chan

ic,

mot

orve

hicl

e dr

iver

,sp

ecia

list i

n ag

-ri

cultu

re te

chni

-ca

l m

ain

te-

nanc

e an

d re

-pa

ir

qual

ity.

6. W

ork

wit

hm

otor

veh

icle

diag

nost

ic, t

ech-

nic

al m

ain

te-

nanc

e an

d re

-pa

ir eq

uipm

ent,

and

diag

nost

icin

form

ati

on

and

data

ana

ly-

sis.

7.

The

firs

tm

edic

al a

id f

orth

e inj

ured

.8.

Fin

anci

al a

c-co

unti

ng o

f mo-

tor v

ehic

le te

ch-

nic

al m

ain

te-

nanc

e an

d re

-pa

ir w

ork.

9. C

omm

unic

a-ti

on w

ith

the

cust

omer

s.10

. Dri

ving

.Fo

ster

ing

em-

ploy

men

t.

2.3.

To a

ssem

ble,

tune

-up,

adj

ust a

nd te

st m

otor

vehi

cle

mec

hani

sms,

agg

rega

tes a

nd sy

stem

s.3.

To w

ash

and

clea

n pa

rts,

per

form

par

tde

fect

atio

n in

a q

ualit

ativ

e w

ay.

4. T

o ch

eck

the

leve

l of o

il an

d co

nsum

able

s in

mec

hani

sms a

nd sy

stem

s, e

valu

ate

the

stat

e of

oil,

lubr

ican

ts a

nd o

ther

runn

ing

liqui

ds, t

o oi

l,ch

ange

oil,

lubr

ican

ts a

nd o

ther

runn

ing

liqui

ds.

5. To

sele

ct th

e nec

essa

ry a

nd su

itabl

e spa

re p

arts

and

chan

ge t

he d

efec

ted

part

s, p

rope

rly

sele

ctth

e app

ropr

iate

cons

truc

tion

and

runn

ing

mat

e-ri

al.

6. T

o ap

ply

mea

suri

ng, d

iagn

osti

c, q

ualit

y as

-su

ranc

e ins

trum

ents

and

equi

pmen

t; to

find

the

nece

ssar

y te

chni

cal a

nd te

chno

logi

cal i

nfor

ma-

tion

from

var

ious

reso

urce

s and

use

it in

tech

no-

logi

cal p

roce

ss.

7. T

o de

liver

the

first

med

ical

aid

to th

e in

jure

d.8.

To

perf

orm

and

man

age

init

ial m

otor

veh

icle

mai

nten

ance

and

rep

air

wor

k ac

coun

ting

; to

cont

rol w

ork

acco

unti

ng p

roce

sses

and

ana

lyse

com

pany

wor

k re

sults

.9.

To

deve

lop

polit

e co

mm

unic

atio

n w

ith

cus-

tom

ers i

n th

e nat

ive a

nd fo

reig

n la

ngua

ge sk

ills;

to e

xpla

in to

the

clie

nt th

e te

chni

cal s

tate

of h

is(h

er) m

otor

veh

icle

, its

impa

ct u

pon

the

safe

tyof

mot

or v

ehic

le ex

ploi

tatio

n, en

viro

nmen

t, ec

o-no

mic

par

amet

ers

of m

aint

enan

ce, t

o pr

ovid

eth

e cu

stom

er w

ith

com

preh

ensi

ve a

nd p

reci

se

theo

reti

cal

40%

prac

tica

l 60%

.

mai

nten

ance

of

mot

or v

ehic

les

and

thei

r sy

s-te

ms.

4.M

anag

eria

lfu

nct

ion

s of

mot

or v

ehic

lere

pair

w

ork-

shop

s –

fina

n-ci

al a

ccou

ntin

gan

d w

ork

wit

hcu

stom

ers.

Spec

ialis

atio

n of

such

tim

e is

pe-

culia

r to

lar

gese

rvic

e co

mpa

-ni

es. V

ocat

iona

lsc

hool

s ar

e or

i-en

ted

to t

rain

-in

g m

otor

ve-

hicl

e mec

hani

csof

bro

ad q

ualif

i-ca

tion.

Engi

ne d

iagn

os-

tics

stan

d

Lith

uani

an v

oca-

tion

al s

choo

lsw

orki

ng i

n th

em

otor

veh

icle

mec

hani

c voc

a-ti

onal

tra

inin

gar

ea re

nova

tion

and

reco

nstr

uc-

tion

of

the

cur-

rent

tec

hnic

alba

sis.


173

info

rmat

ion

abou

t the

det

ecte

d fa

ults

, way

s to

elim

inat

e the

m, d

urat

ion

of th

e rep

air a

nd w

ork

cost

s. .

10. G

ood

driv

ing

skill

s an

d kn

owle

dge.

11. T

o kn

ow th

e bu

sine

ss e

nvir

onm

ent t

o ev

alu-

ate

one’

s po

ssib

iliti

es to

find

a jo

b; to

app

ly th

eac

quir

ed p

rofe

ssio

nal k

now

ledg

e in

star

ting

own

busi

ness

.

GER

MA

NY

Mot

or v

ehic

lem

echa

nic,

Du

rati

on:

3,5

year

s.Vo

catio

nal t

rain

-in

g le

vel:

init

ial

voca

tiona

l tra

in-

ing

/ IS

CED

97

leve

l 3Re

quir

emen

tsfo

r the

entr

ance

to t

he t

rain

ing:

9-10

yea

rs o

f the

basi

c sec

onda

ryed

ucat

ion

Conf

erre

d qu

ali-

fica

tion

: qu

ali-

fied

empl

oyee

inm

otor

veh

icle

mec

hani

cs

1.

Voca

tion

aled

ucat

ion

and

trai

ning

.2.

Str

uctu

re a

ndor

gani

sati

on o

fed

ucat

iona

l in

-st

itut

ions

.3.

Wor

k la

w, l

awof

col

lect

ive

ne-

gotia

tions

, wor

ksa

fety

, en

viro

n-m

ent p

rote

ctio

nre

quir

emen

ts.

4. W

ork

safe

ty,

envi

ronm

enta

lpr

otec

tion

and

rati

onal

use

of

reso

urce

s.5.

Wor

k pr

oces

spl

ann

ing

and

pre

pa

rati

on,

wor

k re

sult

eval

uati

on a

ndm

onito

ring

.6.

Rea

din

g of

1. W

ork

plan

ning

, qua

lity

assu

ranc

e, w

ork

or-

gani

zatio

n.2.

Insp

ecti

on a

nd m

easu

ring

wor

k in

mot

or v

e-hi

cles

, fir

st o

f all,

rel

ated

to:

2.1.

Abi

lity

to d

ism

antl

e an

d as

sem

ble

mot

orve

hicl

e sy

stem

s.2.

2. A

bilit

y to

rea

d an

d us

e ch

ain

diag

ram

s,flo

w ch

arts

, tec

hnic

al d

raw

ing

duri

ng fa

ultf

ind-

ing,

kno

w th

e m

arki

ng o

f ter

ms

and

sym

bols

of co

nnec

ting

ele

men

ts.

3. P

erfo

rm r

epai

r ta

sks

in v

ario

us m

otor

ve-

hicl

e ty

pe s

yste

ms

(fee

d of

ele

ctri

c cu

rren

t in-

clud

ing

gene

rato

r, lig

ht s

yste

m, w

arni

ng a

ndsi

gnal

ling

equi

pmen

t, en

gine

, eng

ine

acce

sso-

ries

, coo

ling

syst

em, e

xhau

st g

as e

quip

men

t,st

art-u

p eq

uipm

ent/

star

ter,

engi

ne co

ntro

l and

fuel

feed

, gea

r/tr

ansm

issi

on a

nd c

lutc

h, b

rake

syst

em, a

xle

cont

rol,

chas

sis

wit

h w

heel

and

tyre

mou

ntin

g, b

ody

part

s and

inte

rnal

cove

r).

To b

e ab

le to

use

bre

akdo

wn

asse

ssm

ent

tech

-ni

cal m

eans

and

pre

pare

to d

eliv

er th

e m

otor

vehi

cle

to th

e cu

stom

er.

4. T

o pe

rfor

m t

echn

ical

mai

nten

ance

and

in-

spec

tion

wor

k ac

cord

ing

to th

e m

anuf

actu

rer

inst

ruct

ions

and

lega

l req

uire

men

ts.

Theo

reti

cal

teac

hing

:30

%Pr

acti

cal

trai

ning

:70

%

Thre

e dir

ectio

nsof

spec

ialis

atio

ndu

ring

the t

hird

and

four

th y

ear

of

the

prog

ram

me:

1.T

ech

nic

al

mai

nten

ance

of

the

mot

or v

e-hi

cle

2.T

ech

nic

al

mai

nten

ance

of

truc

ks3

.Te

chn

ica

lm

aint

enan

ce o

fm

otor

cycl

es.

Ever

y m

echa

nic

can

wor

k in

all

thre

e are

as ir

re-

spec

tive

th

esp

ecia

lisa

tion

chos

en i

n t

het

ea

ch

in

gpr

ogra

mm

e.

Tech

nica

l-tec

h-no

logi

cal t

rain

-in

g ba

sis:

1. D

iagn

osti

csin

stru

men

ts (e

x-pe

rt s

yste

ms,

scan

nin

g de

-vi

ces)

.2.

Tec

hnic

al i

n-fo

rmat

ion

sys-

tem

s.3.

Com

-pu

teri

sed

mea

-su

rin

g eq

uip

-m

ent

(au

to-

mat

ic i

nsp

ec-

tion

prog

ram

me

for

engi

ne c

on-

trol

syst

em d

iag-

nost

ics)

.4.

Equ

ipm

ent

for

chas

sis

and

axle

s di

agno

s-ti

cs.

Spec

ial

inst

ru-


174

men

ts

and

devi

ces f

or d

i-ve

rse

mot

orve

hicl

e sy

s-te

m re

pair.

5. T

o pe

rfor

m d

iagn

os-

tic

wor

k us

ing

mea

sur-

ing

devi

ces a

nd fa

ult d

e-te

ctin

g sc

ann

ers;

to

eval

uat

e br

eakd

own

code

s and

use

faul

tfin

d-in

g st

rate

gies

acc

ordi

ngto

dia

gnos

tic

inst

ruc-

tion

s;

to

dete

rmin

ebr

eakd

own

caus

es.

6. T

o pe

rfor

m v

isua

l in-

spec

tion

and

che

ck b

yu

sin

g so

un

d he

arin

gm

etho

d.7.

To

perf

orm

exh

aust

gas

anal

ysis

.8.

To

perf

orm

cha

ssis

mea

sure

men

ts.

To i

nspe

ct b

reak

dow

nson

the

bas

is o

f th

ecu

stom

er’s

evid

ence

and

dete

rmin

e th

e re

pair

cost

s.

tech

nica

l doc

umen

tati

on, u

se a

nd p

repa

rati

on.

7. C

heck

ing

and

mea

suri

ng.

8. A

ssem

blag

e.9.

Man

ual p

roce

ssin

g.10

. Mec

hani

cal p

roce

ssin

g.11

. Tec

hnic

al m

aint

enan

ce.

12. W

eldi

ng, t

herm

al cu

ttin

g.13

. Ele

ctri

c te

chno

logy

, ele

ctro

nics

.14

. Hyd

raul

ics,

pne

umat

ics.

15. D

ism

antli

ng a

nd a

ssem

blin

g of

com

pone

nts,

ag-

greg

ates

and

syst

ems d

urin

g th

e mot

or v

ehic

le te

ch-

nica

l mai

nten

ance

.16

. Tec

hnic

al m

aint

enan

ce o

f mot

or v

ehic

les.

17. I

nspe

ctio

n, t

unin

g an

d co

nnec

ting

mec

hani

cal,

hydr

aulic

, pne

umat

ic, e

lect

ric a

nd el

ectr

onic

syst

ems

and

units

.18

. Ins

pect

ion

of e

xhau

st g

as a

nd r

educ

tion

of d

an-

gero

us p

ollu

tion

elim

inat

ion

to t

he e

nvir

onm

ent

equi

pmen

t.19

. Fau

lt fin

ding

, det

ecti

ng th

eir c

ause

s.20

. Rep

air

of m

otor

veh

icle

sys

tem

s an

d th

eir

com

-po

nent

s.21

. Rep

air

of m

otor

veh

icle

str

uctu

ral a

nd c

over

edco

mpo

nent

s and

agg

rega

tes.

22. E

xtra

uni

ts a

nd in

stal

lati

ons m

ount

ing

wor

k.23

. Est

imat

ion

of th

e br

eakd

owns

and

dam

age

done

to a

mot

or v

ehic

le.

24. M

onit

orin

g of

the

wor

k be

ing

perf

orm

ed.


Title

of t

he p

rog-

ram

me,

trai

ning

dura

tion

, le

vel,

entr

ance

requ

ire-

men

ts p

rovi

ded

qual

ifica

tions

Wor

kfu

nctio

nsCo

mpe

tenc

ies

and

core

skill

s

Rati

on o

fth

eore

tical

and

prac

tical

trai

ning

Spec

ialis

atio

nTe

chni

cal a

ndte

chno

logi

cal

trai

ning

bas

is

175

FIN

LAN

D

Mot

or v

ehic

lem

echa

nic

Prog

ram

me

dura

tion:

120

tra

inin

gw

eeks

(3

year

s) V

oca-

tion

al e

duca

-tio

n an

d tr

ain-

ing

leve

l ac

-co

rdin

g to

ISCE

D 97

: 3.

Requ

irem

ents

for

the

en-

tran

ce

tole

arni

ng: b

asic

sec

on

da

ryed

ucat

ion

9 –

10 y

ears

.C

on

ferr

ed

qual

ific

atio

n:m

otor

veh

icle

mec

hani

c.

Gen

eral

edu

cati

on s

ubje

cts:

nat

ive l

angu

age a

ndco

mm

unic

atio

n, S

wed

ish

lang

uage

, En

glis

h la

n-gu

age,

mat

hem

atic

s, p

hysi

cs a

nd ch

emis

try,

prac

ti-

cal t

rain

ing,

soci

al st

udie

s and

law

, opt

iona

l cou

rses

.Ba

sic

occu

pati

onal

subj

ects

(30

trai

ning

wee

ks):

Info

rmat

ion

tech

nolo

gies

in th

e m

otor

veh

icle

.Te

chni

cal d

raw

ing.

Mat

eria

l tec

hnol

ogie

s.M

etal

pro

cess

ing

prac

tica

l tra

inin

g.M

echa

nica

l pro

cess

ing

and

asse

mbl

age t

echn

olog

ies.

Basi

cs in

elec

tric

al en

gine

erin

g.Pr

actic

al tr

aini

ng in

elec

tric

al en

gine

erin

g.Ba

sics

in h

ydra

ulic

s and

pne

umat

ics.

Mot

or v

ehic

le co

nstr

ucti

on. M

otor

veh

icle

tech

nica

lse

rvic

e.Sp

ecia

l occ

upat

iona

l sub

ject

s (60

trai

ning

wee

ks):

Chas

sis a

nd tr

ansm

issi

on t

echn

ical

serv

ice

Engi

ne a

nd el

ectr

ical

equi

pmen

t tec

hnic

al se

rvic

eBa

sics

in d

iagn

osti

csAu

tom

atic

s eng

inee

ring

Mec

hani

cal b

reak

dow

n de

tect

ion

Elec

tric

al p

ar fa

ult f

indi

ngM

ater

ial s

cien

ce a

nd w

eldi

ngRe

pair

of m

otor

veh

icle

par

tsBo

dy re

pair

Anal

ysis

of

brea

kdow

ns a

nd c

alcu

lati

on o

f re

pair

cost

sBo

dy m

easu

rem

ent

Mot

or v

ehic

le p

aint

ing

Opti

onal

occ

upat

iona

l sub

ject

s (10

trai

ning

whe

els)

:En

gine

repa

irEn

gine

cont

rol s

yste

m re

pair

Body

repa

ir

1. T

o pe

rfor

m m

echa

ni-

cal

and

elec

tric

sys

tem

brea

kdow

n d

etec

tin

gan

d de

fect

dia

gnos

tic

wor

k.2.

To

perf

orm

tec

hnic

alm

aint

enan

ce a

nd in

spec

-ti

on w

ork

acco

rdin

g to

man

ufac

ture

r in

stru

c-ti

ons.

3. To

per

form

bod

y re

pair

and

pain

ting

wor

k ac

-co

rdin

g to

the

man

ufac

-tu

rer i

nstr

uctio

ns.

4. T

o fo

llow

wor

k sa

fety

requ

irem

ents

and

rule

s.

Theo

reti

-ca

lte

achi

ng:

30%

Prac

tica

ltr

aini

ng:

70%

Exce

ptio

nal

dire

ctio

n of

spec

ialis

ation

:ra

cing

car

ste

chno

logy

.

Tech

nic

al-

tech

nolo

gica

ltr

aini

ng b

a-si

s:

1. D

iagn

os-

tics

dev

ices

.2.

Com

pute

r-is

ed m

easu

r-in

g eq

uip

-m

ent.

3.

Cyli

nde

rhe

ad r

epai

req

uipm

ent.

3.W

heel

bal

-an

cin

g sy

s-te

m

(4

–po

ints

).4.

Dyn

amom

-et

er.

5.Te

st s

tand

.6.

Body

repa

irp

latf

orm

san

d m

easu

r-in

g eq

uip

-m

ent.

Pa

int

ing

cam

era.


176

Conclusions of the comparative analysis

1. In their general features the teaching programmes under analysisand standards are similar. This is particularly well illustrated bythe following parameters: programme duration (3-3,5 years),vocational education level (ISCED 97 level 3), entrance requirements(basic secondary education – 9, 10 years).

2. The content of competences in the programmes under analysis israther similar. German vocational education and trainingprogrammes distinguish themselves by comprehensive andaccurate technical motor vehicle occupational knowledge and skilldescriptions which provide more information about the content ofmotor vehicle qualification.

3. Motor vehicle specialisations in the analysed programmes are alsorather similar. A general feature is intention to train specialists ofbroad qualification in motor vehicle vocational education andtraining programmes and standards in all the countries. Motorvehicle mechanics can work with vehicles of various types – cars,trucks, and motorcycles.As Lithuanian partners included into their analysis trainingprogrammes for preparation of the specialists for agriculturalmachinery service and repair in agricultural schools, their analysisindicates this specialisation. Finnish partners indicated racing carstechnology specialisation.

4. The ration of theoretical and practical training is similar in all theprogrammes under analysis: theoretical training takes up 30% onaverage, whereas practical training - 70 % of the whole trainingtime.

5. Localisation of practical training differs. In Lithuania, the largerpart of practical training is provided in school workshops. Companyinvolvement in this area is comparatively low. In Germany, practicaltraining is provided on the job place in companies and, in addition,in training centres founded by the companies (iberbetrieblicheBerufsbildungsstotten). In Finland, practical training is providedin local motor repair workshops (garages).


177

DEVELOPMENT

OF THE

TEACHING

PROGRAMMES

178

179

Knowledge about the analysed work processes can be transformedinto the development of the teaching programme based on learning andwork goals, using three work and learning dimensions:

• qualified work objects,

• qualified work tools, methods and organization,

• work and technology requirements.

Practical recommendations (more detailed information is provided inSpttl/Gerds 2002):

1. Write down the titles of occupational activity tasks. If you havedecided to develop modules, think how to relate every module withthe previous and the following module to guarantee thedevelopment of learner competences.

2. Describe the task.

3. Note down the specifications of the competencies that are acquiredhaving finished a certain programme stage or module.

4. Note down three work and learning dimensions of this task.

5. Develop learning and work task performance plans evaluating thecontent of these three dimensions. This should be performed byteachers with the help of the equipment, learner groupcharacteristics and school environment.

Vocational education and training programme development is thelast programme optimisation stage which starts from an overview of theteaching goals. Goals are formulated having evaluated the outcomes ofthe previously performed optimisation stages.

Vocational education and training optimisation can include modulesdue to their flexibility, an exceptional feature, important for optimisationprocess. Module flexibility is ensured by the following qualities:

- a training module is an independent vocational education andtraining unit;

- a separate module can be characterised by: goal, content, didacticand methodological methods and evaluation;

DEVELOPMENT OF THE TEACHING PROGRAMMES

180

- a module is narrower in its scope than the whole teachingprogramme;

- a module can be a constituent part of several teaching programmes.

The structure of a modular teaching programme can be constructedaccording to the classification of work process stages. In this case, workprocess stage classification proposed by Bob Mansfeld was used. Workprocess stages are classified into linear, cyclic work process sequences,distinguishing separate product and work results and separate workprocesses and methods.

In the development of motor vehicle mechanic’s programmes, themain attention was devoted to approaching work and learningspecifications to actual work process requirements, programme flexibilityand occupational mobility and continuing vocational training andlearning opportunities provided by the programmes.

Designing the structure of motor vehicle mechanic’s modules, linearwork stage sequence was taken as a basis. Expanding motor vehiclemechanic’s work into modules was based on motor vehicle structureprinciple.

The choice was determined by several reasons:

· Specific specialisation of motor vehicle diagnostics, repair andtechnical maintenance sector which is partly based on the principleof distribution according to the structure of the motor vehicle.

· Specificity of labour market and motor vehicle service developmentand demand when motor vehicle service related to diagnostics,repair and technical maintenance of various motor vehicle unitshave different demand. For instance, the sectoral motor vehicleanalysis revealed that in Lithuania, there is more demand for chassistechnical maintenance and repair as well as motor vehicle bodyrepair. These differences in their turn have impact upon the worksector demand for the development of labour force qualificationneeds.


181

Thus, the designed module parameters include three elements:

1. Work specifications – work process structure – work taskcharacteristics.

2. Learning specification is created for every work specification, i.e.,work competences necessary to perform work tasks are listed, aswell as learning fields where these competences are acquired.

3. Assessment specifications which provide a certain standard forassessing the competences necessary to perform the work activityin a qualified way.

5.1. Motor vehicle mechanic’s vocational trainingmodules

The Centre for Vocational Education and Training Research at VytautasMagnus University together with the representatives from MarijampoleVocational Training Centre designed the outline of motor vehiclemechanic’s vocational training module programme. Motor vehiclemechanic’s vocational training module programme parameters consistof eight modules related to diagnostics, repair and technical maintenanceof chassis, transmission, engine, engine control system, body, motorvehicle control system, motor vehicle electrical-electronical system andfeeding unit system. Three modules out of eight have been fully designedand piloted: chassis diagnostics, repair and technical service, transmissiondiagnostics, repair and technical service, and engine control systemdiagnostics. For other modules only the main parameters have beenformulated, on their basis and on the grounds of the designed and pilotedmodule samples it is possible to design completed training modules.

Preparing the modules it is recommended to take into account thefollowing aspects:

1. Learning specifications or competences necessary for the work arederived from work specifications or work descriptions. For instance,skills in finding engine control system faults by using computeriseddiagnostics systems are derived from motor vehicle engine controlsystem diagnostic activity.


182

2. Learning specifications indicate knowledge areas that have to beappropriate to learning objectives as much as possible. For instance:

Learning specifications

Learning objectives Knowledge areas

3.1. To explain to the customer 3.1. Work parameters of enginethe state of the parameters control system and its units.of engine control system.

3.2. To indicate to the customer 3.2. Technical requirements ofthe causes of faults and engine control system maintenan-breakdowns. ce and manufacturer instructions.

3.3. To indicate to the customer 3.3. Work accounting and the price and terms of fault price setting.elimination.

3. Characterising work and learning specifications, the use ofinaccurate, misleading and ambiguous descriptions should beavoided. For instance:

„to perform chassis technical maintenance properly “

should be changed into:

„perform chassis technical maintenance in a qualitative way,according to the manufacturer standards“;

„ to explain the customer the causes of engine control faultssufficiently “

should be changed into

„to explain the customer the causes of engine control faultsthoroughly “;

„to perform diagnostics of transmission according to appropriaterequirements and standards“

should be changed into

„ to perform diagnostics of transmission according to manufacturerrequirements and service workshop quality standards, etc.


183

1.

To

acqu

ire

know

ledg

e an

dsk

ills

in m

otor

ve-

hicl

e bod

y di

agno

s-ti

cs (

mat

eria

l sci

-en

ce,

body

dia

g-n

osti

cs t

echn

ol-

ogy,

etc

.)2.

To

ac

quir

ekn

owle

dge

and

skill

s in

mot

or v

e-hi

cle

body

rep

air

(she

et m

etal

pro

-ce

ssin

g te

chno

lo-

gies

, met

alw

ork)

.3.

To

ac

quir

ekn

owle

dge

and

skill

s in

mot

or v

e-hi

cle p

aint

ing

and

surf

ace

fin

ish

(type

s of

mat

eria

lu

sed

for

body

pain

ting

and

thei

rus

e, b

ody

prim

ing,

putt

ing

and

pain

t-in

g, i

nspe

ctio

n of

the

pain

ted

sur-

face

and

fini

shin

gte

chno

logi

es).

Voca

tion

al

sch

ool

stu

-de

nts,

the u

n-e

mp

loy

ed

lear

nin

g in

labo

ur m

ar-

ket

voca

-ti

onal

tra

in-

ing

prog

ram

-m

es,

serv

ice

wo

rksh

op

empl

oyee

s

Mod

ule

part

icip

ants

will

ac-

quir

e th

e fo

llow

ing

skill

s:1.

To

eval

uate

the

tec

hnic

alst

ate

of m

otor

veh

icle

bod

y.2.

To

iden

tify

bod

y br

eak-

dow

ns, d

efec

ts, a

nd d

efor

ma-

tion

feat

ures

.3.

To

sele

ct a

ppro

pria

te a

ndra

tion

al m

etho

d to

rep

air

mot

or v

ehic

le b

ody.

4. T

o re

pair

mot

or v

ehic

lefr

ont

and

rear

win

gs, d

oors

,th

resh

olds

(al

tar)

, bo

ot,

toab

ride

, put

ter a

nd p

rim

e bod

ypa

rts.

5. T

o pr

epar

e m

otor

veh

icle

body

for p

aint

ing.

6. T

o ch

oose

pai

n ac

cord

ing

to t

he m

ark,

col

our,

glan

ce,

resi

stan

ce t

o im

pact

and

de-

form

atio

ns.

7. To

choo

se p

aint

and

pri

mer

diss

olve

nt a

nd h

arde

ners

.8.

To

use

polis

hing

, pai

ntin

gan

d dr

ying

dev

ices

and

equi

p-m

ent.

9. To

pai

nt m

otor

veh

icle

bod

y.10

. To

dete

rmin

e an

d el

imi-

nate

def

ects

of

the

pain

ted

body

sur

face

.

1. M

otor

veh

icle

bod

y fa

ults

and

def

ects

.1.

1. B

ody

faul

ts, d

efec

ts, d

efor

mat

ions

and

thei

rki

nds.

1.2.

Cor

rosi

on c

ause

s an

d w

ays

to e

limin

ate

it1.

3. A

ntic

orro

sion

mat

eria

l qu

alit

ies

and

thei

rap

plic

atio

n w

ays.

2. M

otor

veh

icle

bod

y re

pair

tech

nolo

gy.

2.1.

Mot

or v

ehic

le b

ody

repa

ir m

etho

ds.

2.2.

Bod

y di

agno

stic

s an

d di

sman

tlem

ent.

2.3.

Mec

hani

cal p

roce

ssin

g of

she

et m

etal

.2.

4. D

ism

antle

men

t, pl

anis

hing

, rep

airi

ng, p

uttin

gan

d pr

imin

g of

bod

y pa

rts:

bon

net,

fron

t and

rear

win

gs, f

ront

pan

el, r

oof,

door

, lug

gage

com

part

-m

ent b

otto

m a

nd li

d, si

lls, p

orëm

io si

jø, f

ront

and

rear

bum

pers

.3.

Mot

or v

ehic

le b

ody

pain

ting

tech

nolo

gy.

3.1.

Pre

para

tion

of m

otor

veh

icle

bod

y fo

r pa

int-

ing.

3.2.

Mat

eria

ls u

sed

for b

ody

pain

ting,

thei

r mar

ks,

and

chem

ical

and

phy

sica

l qua

litie

s.3.

3. P

aint

ing

tool

s an

d eq

uipm

ent,

thei

r m

aint

e-na

nce.

3.4.

Dry

ing

way

s and

regi

mes

of t

he p

aint

ed su

r-fa

ce.

3.5.

Fin

ishi

ng o

f th

e pa

inte

d su

rfac

e, t

ools

and

equi

pmen

t use

d fo

r gri

ndin

g an

d po

lishi

ng.

3.6.

Qua

lity

asse

ssm

ent o

f the

pai

nted

sur

face

.3.

7. W

ork

secu

rity

and

env

iron

men

tal p

rote

ctio

nre

quir

emen

ts.

Fina

l ex-

amin

a-tio

n

320

hour

s

Mod

ule

obje

ctiv

es T

arge

tgr

oup

Mod

ule

outc

omes

Mod

ule

cont

ent

5.2.

Par

amet

ers

of

mot

or v

ehic

le m

ech

anic

’s v

ocat

ion

al t

rain

ing

mod

ules

5.2.

1. M

otor

veh

icle

bod

y re

pair

an

d pa

inti

ng

Mod

ule

ran-

gean

dfor

ms

Form

of

asse

ssm

ent


184

Mod

ule

obje

ctiv

es T

arge

tgr

oup

Mod

ule

outc

omes

Mod

ule

cont

ent

Mod

ule

ran-

gean

dfor

ms

Form

of

asse

ssm

ent

1.

To

acqu

ire

know

ledg

e an

dsk

ills

in m

otor

ve-

hicl

e con

trol

equi

p-m

ent

tech

nic

alm

aint

enan

ce (m

a-te

rial

s an

d pa

rts

used

in h

ydra

ulic

and

pneu

mat

icsy

stem

mai

nte

-na

nce,

tun

e-up

of

hyd

rau

lic

and

pneu

mat

ic b

rake

syst

em).

2.

To

acqu

ire

know

ledg

e an

dsk

ills

in m

otor

ve-

hicl

e con

trol

equi

p-m

ent

repa

irin

g(h

ydra

uli

c an

dpn

eum

atic

bra

kesy

stem

rep

airi

ng,

met

alw

ork,

etc

.)

Voca

tion

al

sch

ool

stu

-de

nts,

une

m-

ploy

ed tr

ain-

ing

in la

bour

mar

ket v

oca-

tion

al t

rain

-in

g pr

ogra

m-

mes

, se

rvic

ew

ork

sho

pem

ploy

ees.

Mod

ule p

artic

ipan

ts w

ill a

cqui

re th

efo

llow

ing

ski

lls:

1. To

und

erst

and

car a

nd tr

uck

stee

r-in

g w

heel

and

bra

ke c

onst

ruct

ion

pecu

liari

ties

, hy

drau

lic v

acuu

mbr

ake s

ervo

func

tioni

ng, A

BS sy

stem

func

tioni

ng.

2. T

o as

sess

the

tec

hnic

al s

tate

of

mot

or v

ehic

le c

ontr

ol m

echa

nism

aggr

egat

e, u

nits

and

par

ts.

3. T

o re

gula

te m

otor

veh

icle

con

trol

equi

pmen

t fun

ctio

ning

par

amet

ers:

mot

or v

ehic

le p

arki

ng b

rake

cont

rol,

stee

ring

rod

join

ts, s

teer

ing

whe

elfr

eew

heel

ing,

bra

ke sh

oe cl

eara

nce,

brak

e ped

al fr

eew

heel

ing,

pne

umat

icbr

ake v

alve

gea

r and

bra

ke li

nkag

e,to

rel

ease

air

from

hyd

raul

ic b

rake

syst

em.

4. D

efec

t an

d ch

ange

par

ts:

air

com

pres

sor’s

gea

r bel

t, st

eeri

ng li

nk-

age j

oint

s, fr

ont a

nd re

ar w

heel

bra

kesh

oes.

To c

hang

e th

e am

ount

of o

il in

hy-

drau

lic p

ump

tank

.

1. M

otor

veh

icle

con

trol

equ

ipm

ent.

1.1.

Pur

pose

, str

uctu

re, t

ypes

of

mot

orve

hicl

e con

trol

equi

pmen

t.2.

Pur

pose

, con

stru

ctio

n, fu

nctio

ning

and

type

s of

whe

el.

2.1.

Ste

erin

g lin

kage

and

mec

hani

sm, i

tsst

ruct

ure,

func

tioni

ng a

nd b

reak

dow

ns.

2.2.

Fun

ctio

ning

, str

uctu

re, b

reak

dow

nsof

hyd

raul

ic h

ydro

stee

ring

gea

r.3.

Bra

ke s

yste

ms.

3.1.

Typ

es, p

urpo

se, s

truc

ture

and

func

-ti

onin

g of

bra

ke s

yste

ms.

3.2.

Con

stru

ctio

n, fu

ncti

onin

g an

d m

ain-

tena

nce

of h

ydra

ulic

bra

ke sy

stem

.3.

3. F

unc

tion

ing

and

brea

kdow

n of

vacu

um-h

ydra

ulic

mas

ter s

ervo

, par

king

brak

e of

hyd

raul

ic b

rake

s.3.

4. C

onst

ruct

ion,

pur

pose

, fun

ctio

ning

and

brea

kdow

ns o

f pne

umat

ic b

rake

sys-

tem

.3.

5. A

ir co

mpr

esso

rs, b

rake

val

ves,

bul

bs,

redu

ctor

s, va

lves

, tra

iler a

ir co

ntro

l val

ve,

whe

el b

rake

act

uato

rs, p

arki

ng b

rake

, its

func

tioni

ng a

nd tu

ning

-up.

3.6.

Bra

ke A

BS p

urpo

se, s

truc

ture

, fun

c-ti

onin

g an

d ty

pes,

pos

sibl

e br

eakd

owns

,th

eir c

ause

s and

way

s of e

limin

atin

g.W

ork

safe

ty a

nd e

nvir

onm

enta

l pro

tec-

tion

requ

irem

ents

in p

erfo

rmin

g te

chni

-ca

l in

spec

tion

of

mot

or v

ehic

le c

ontr

oleq

uipm

ent.

Fina

l ex-

amin

a-tio

n

120

hour

s

5.2.

2. T

ech

nic

al m

ain

ten

ance

an

d re

pair

of

mot

or v

ehic

le c

ontr

ol e

quip

men

t


185

Mod

ule

obje

ctiv

es T

arge

tgr

oup

Mod

ule

outc

omes

Mod

ule

cont

ent

Mod

ule

ran-

gean

dfor

ms

Form

of

asse

ssm

ent

1.

To

acqu

ire

know

ledg

e an

dsk

ills

in m

otor

ve-

hic

le

elec

tric

aleq

uipm

ent t

echn

i-ca

l (el

ectr

otec

hni-

cal

mat

eria

l sc

i-en

ce,

theo

ry o

fel

ectr

otec

hn

ics,

mea

sure

men

t de

-vi

ces,

tec

hnol

ogy

of el

ectr

ical

equi

p-m

ent d

iagn

ostic

s).

2.

To

acqu

ire

know

ledg

e an

dsk

ills

in m

otor

ve-

hic

le

elec

tric

aleq

uipm

ent r

epai

r-in

g (m

akin

g el

ec-

tric

al s

chem

es o

fel

ectr

ical

equ

ip-

men

t, m

etal

wor

k,et

c.)

Voca

tion

al

sch

ool

stu

-de

nts,

une

m-

ploy

ed, t

rain

-in

g in

labo

urm

arke

t voc

a-ti

onal

tra

in-

ing

prog

ram

-m

es,

serv

ice

wo

rksh

op

empl

oyee

s.

Mod

ule p

artic

ipan

ts w

ill a

cqui

re th

e fol

-lo

win

g sk

ills:

1. T

o m

ake

up a

nd re

ad sc

hem

es o

f ele

c-tr

ical

conn

ectio

n.2.

To

asse

mbl

e an

d di

sman

tle

mot

orve

hicl

e ele

ctri

cal e

quip

men

t.3.

To

conn

ect

the

sour

ce o

f el

ectr

ical

pow

er co

rrec

tly.

4. T

o pe

rfor

m t

he d

iagn

osti

cs o

f mot

orve

hicl

e ele

ctri

cal e

quip

men

t with

the h

elp

of v

ario

us m

easu

rem

ent d

evic

es a

pplie

din

ele

ctro

tech

nolo

gy.

5. O

n th

e ba

sis o

f gen

eral

requ

irem

ents

and

man

ufac

ture

r in

stru

ctio

ns, t

o pe

r-fo

rm m

otor

veh

icle

elec

tric

al eq

uipm

ent

repa

irin

g w

ork:

5.1.

Rep

airi

ng t

he d

efec

ted

elec

tric

alpa

rts.

5.2.

Rep

laci

ng th

e def

ecte

d el

ectr

ical

par

tsw

ith

the n

ew o

nes

6. O

n th

e ba

sis

of g

ener

al t

echn

ical

re-

quir

emen

ts a

nd m

anuf

actu

rer i

nstr

uc-

tion

s, to

per

form

tech

nica

l ins

pect

ion

ofm

otor

veh

icle

ele

ctri

cal s

yste

m a

nd it

spa

rts:

tech

nica

l mai

nten

ance

of a

ccum

u-la

tors

and

gen

erat

ors,

tech

nica

l mai

nte-

nanc

e of

rel

ays,

sta

rter

s, i

gnit

ion

sys-

tem

s, lig

htni

ng eq

uipm

ent,

switc

hes a

ndin

stal

lati

ons.

7. T

o ob

ey t

he e

lect

rote

chni

cal

wor

ksa

fety

rul

es o

f in

the

wor

k pr

oces

s.

1. B

asic

s in

elec

trot

echn

ics.

2. T

ypes

, kin

ds, f

eatu

res

and

use

ofel

ectr

otec

hnic

al m

ater

ials

.3.

Typ

es a

nd p

urpo

se o

f m

otor

ve-

hicl

e ele

ctri

cal e

quip

men

t.4.

Mea

ns o

f mot

or v

ehic

le e

lect

rica

leq

uipm

ent d

iagn

ostic

mea

suri

ng.

5. T

echn

olog

y of

mot

or v

ehic

le e

lec-

tric

al eq

uipm

ent d

iagn

osti

cs.

6. T

echn

ical

mai

nten

ance

of

mot

orve

hicl

e ele

ctri

cal e

quip

men

t.7.

Bas

ics

in m

etal

wor

k.8.

Term

inol

ogy

in el

ectr

otec

hnic

s use

din

fore

ign

man

ufac

ture

r ins

truc

tions

and

sim

ilar d

ocum

ents

.

Fina

l ex-

amin

a-tio

n

400

hour

s

5.2.

3. D

iagn

osti

cs, r

epai

rin

g an

d te

chn

ical

mai

nte

nan

ce o

f m

otor

veh

icle

ele

ctri

cal

equ

ipm

ent


186

1. T

o be

abl

e to

eval

uate

tech

nica

lst

ate

of t

he f

eed

syst

em a

nd p

er-

form

dia

gnos

tics

.2.

To

ac

quir

ekn

owle

dge

and

skill

s in

rep

airi

ngm

otor

veh

icle

feed

syst

ems.

3.

To

acqu

ire

know

ledg

e an

dsk

ills

in t

echn

ical

mai

nte

nan

ce o

fm

otor

veh

icle

feed

syst

ems.

Voca

tion

al

sch

ool

stu

-de

nts,

une

m-

ploy

ed tr

ain-

ing

in la

bour

mar

ket v

oca-

tion

al t

rain

-in

g pr

ogra

m-

mes

, se

rvic

ew

ork

sho

pem

ploy

ees.

Mod

ule p

artic

ipan

ts w

ill a

cqui

re th

efo

llow

ing

skill

s:1.

To

iden

tify

the

tec

hnic

al s

tate

of

the

feed

syst

ems a

nd th

eir w

ork

pa-

ram

eter

s.2.

To

diag

nose

bre

akdo

wns

in m

o-to

r ve

hicl

e fe

ed s

yste

ms

wit

h th

ehe

lp o

f co

ntro

l m

easu

rem

ent

and

diag

nost

ic m

eans

.3.

To el

imin

ate t

he d

etec

ted

feed

sys-

tem

com

bust

ion

perf

orm

ing

dis-

man

tlin

g, a

ssem

blin

g, p

art

repa

ir,pa

rt r

epla

cem

ent

and

adju

stin

g of

the

asse

mbl

ed s

yste

m.

To p

erfo

rm te

chni

cal m

aint

enan

ce o

fm

otor

veh

icle

fee

d sy

stem

s (f

uel

tank

, pi

pes,

fil

ters

, fu

el p

umps

,no

zzle

s, ca

rbur

etto

r, in

spec

tion

and

adju

stm

ent o

f the

ir fu

ncti

onin

g).

1. M

ater

ial s

cien

ce –

fuel

, mot

or v

ehic

leru

nnin

g liq

uids

.2.

Str

uctu

re a

nd fu

ncti

onin

g of

com

pres

-si

on ig

niti

on e

ngin

e fe

ed sy

stem

.3.

Str

uctu

re a

nd fu

nctio

ning

of p

etro

l low

com

pres

sion

eng

ine

feed

syst

em.

4. P

etro

l in

ject

ion

syst

ems,

the

ir s

truc

-tu

re a

nd fu

nctio

ning

.5.

Dia

gnos

tics

and

repa

ir o

f com

pres

sion

igni

tion

eng

ine

feed

syst

ems.

6. D

iagn

osti

cs a

nd r

epai

r of

pet

rol

low

com

pres

sion

eng

ine

feed

syst

em.

Diag

nost

ics a

nd re

pair

of p

etro

l inj

ecti

onsy

stem

s.

Fina

l ex-

amin

a-tio

n

400

hour

s

5.2.

4. D

iagn

osti

cs, r

epai

rin

g an

d te

chn

ical

mai

nte

nan

ce o

f m

otor

veh

icle

fee

d sy

stem


Mod

ule

obje

ctiv

es T

arge

tgr

oup

Mod

ule

outc

omes

Mod

ule

cont

ent

Mod

ule

ran-

gean

dfor

ms

Form

of

asse

ssm

ent

187

5.2.

5. D

iagn

osti

cs, r

epai

r an

d te

chn

ical

mai

nte

nan

ce o

f m

otor

veh

icle

en

gin

e an

d it

s sy

stem

s

To a

cqui

re t

heor

etic

al k

now

ledg

ean

d sk

ills i

n di

agno

stic

s, re

pair

and

tech

nica

l mai

nten

ance

of m

otor

ve-

hicl

e en

gine

and

its s

yste

ms:

1. Id

entif

icat

ion

of th

e eng

ine m

ark,

engi

ne w

ork

para

met

ers

unde

rva

riou

s ro

tati

ons

of e

ngin

e m

ain

shaf

t.2.

Iden

tific

atio

n of

eng

ine

cool

ing

and

igni

tion

syst

em w

ork

para

m-

eter

s.3.

Iden

tific

atio

n of

the g

ener

al te

ch-

nica

l sta

te o

f the

eng

ine.

4. P

erfo

rman

ce o

f eng

ine

dism

an-

tling

and

ass

embl

ing

wor

k.5.

Def

ecta

tion

and

rep

air

of t

heen

gine

cylin

der b

lock

and

cylin

der

head

s.6.

Def

ecta

tion

and

per

form

ance

of

the

repa

ir o

f cra

nksh

aft a

nd c

on-

nect

ing

rod

mec

hani

sm.

7. D

efec

tati

on o

f gas

dis

trib

utio

nm

echa

nism

, rep

air

of it

s pa

rts

orre

plac

emen

t.8.

To

perf

orm

dia

gnos

tics

, rep

air

and

tech

nica

l mai

nten

ance

wor

kof

eng

ine

igni

tion

syst

em.

9. P

erfo

rman

ce o

f en

gine

tec

hni-

cal

mai

nten

ance

ope

rati

ons:

re-

plac

emen

t of

oil,

coo

ling

wat

ert,

tuni

ng o

f the

gen

erat

or a

nd d

istr

i-bu

tion

mec

hani

sm b

elt t

ensi

on.

Mod

ule

part

icip

ants

will

acq

uire

the

fol-

low

ing

skill

s:1.

To id

enti

fy te

chni

cal s

tate

of t

he en

gine

and

its w

ork

para

met

ers.

2. To

dia

gnos

e mot

or v

ehic

le en

gine

bre

ak-

dow

ns w

ith th

e hel

p co

ntro

l mea

sure

men

tan

d di

agno

stic

s mea

ns.

3. T

o ch

eck

the

engi

ne w

ater

coo

ling

sys-

tem

, fan

func

tion

ing

and

repl

ace

engi

new

ater

cool

ing

syst

em, r

epla

ce co

olin

g w

ater

.4.

To ch

eck

the l

ubri

catio

n sy

stem

, rep

lace

the

oils

.5.

To

chec

k th

e ap

prop

riac

y of

eng

ine

igni

-tio

n sy

stem

uni

ts a

nd a

ggre

gate

s fo

r ex

-pl

oita

tion,

to st

rain

or re

plac

e gen

erat

or be

lt.6.

To

dism

ount

the

engi

ne o

ut o

f the

mo-

tor v

ehic

le7.

To

iden

tify

and

elim

inat

e br

eakd

owns

in en

gine

cylin

der b

lock

and

cylin

der h

eads

.8.

To d

efec

t and

repa

ir o

r rep

lace

the m

ain

shaf

t- co

nnec

ting

rod

mec

hani

csm

par

ts.

9. T

o de

fect

and

repa

ir o

r rep

lace

par

ts o

fga

s dis

trib

utio

n m

echa

nism

.10

. To

perf

orm

the

repa

ir o

f spa

rk p

lugs

,ig

nitio

n w

ires

, dis

trib

utor

and

indu

ctio

n-co

il in

the

engi

ne ig

niti

on sy

stem

.11

. To

iden

tify

the d

efec

ts o

f ele

ctri

c pow

erso

urce

s, p

erfo

rm re

pair

or r

epla

cem

ent.

12. T

o id

enti

fy ig

niti

on a

dvan

ce a

ngle

.To

che

ck c

onta

ct, c

onta

ct-b

reak

er t

rig-

gere

d sy

stem

and

to re

pair

it.

1. E

ngin

e ty

pes,

stru

ctur

e an

d fu

nc-

tioni

ng.

2. E

ngin

e un

its a

nd sy

stem

s.3.

Eng

ine t

echn

ical

mai

nten

ance

.4.

Mot

or v

ehic

le e

ngin

e re

pair

tech

-no

logy

:4.

1. E

ngin

e di

smou

ntin

g an

d pr

epa-

rati

on fo

r rep

air.

4.2.

Eng

ine

dism

antl

ing

and

asse

m-

blin

g m

etho

ds a

nd re

quir

emen

ts.

4.3.

Rem

ovin

g, d

efec

tati

on a

nd r

e-pa

ir o

f eng

ine c

ylin

der b

lock

and

cyl-

inde

r hea

d.4.

4. D

efec

tati

on a

nd r

epai

r of

the

mai

n sh

aft,

choi

ce a

nd fi

ttin

g of

in-

sert

s.4.

5. D

efec

tati

on a

nd r

epai

r of

con

-ne

ctin

g ro

d–pi

ston

gro

up, c

hoic

e and

fitti

ng o

f pis

tons

, cyl

inde

rs a

nd p

is-

ton

ring

s.4.

6. D

efec

tatio

n an

d re

pair

of g

as d

is-

trib

utio

n m

echa

nics

m, c

hoic

e of

in-

let

and

exha

ust

valv

es, v

alve

sea

t-in

g an

d re

gula

ting

of t

he n

eces

sary

ther

man

l cle

aran

ce.

4.7.

Del

iver

y of

the

reap

ired

eng

ine

to th

e lo

cati

on a

nd te

stin

g w

ith

the

help

of v

ario

us d

iagn

osti

c mea

sure

san

d eq

uipm

ent.

5. R

epai

r te

chno

logy

of

the

mot

orve

hicl

e ig

niti

on sy

stem

.


Mod

ule

obje

ctiv

esM

odul

eou

tcom

esM

odul

eco

nten

tM

odul

e ra

nge

Form

of

asse

ss-

men

tFi

nal e

x-am

ina-

tion

360

hour

s

Tar

get

grou

p

Vo

ca

-ti

on

al

sch

oo

ls

tu

-d

en

ts,

un

em

-p

loye

d,tr

aini

ngin

labo

urm

arke

tv

oc

a-

tio

na

ltr

aini

ngpr

ogra

m-

mes

, ser

-v

ic

ew

or

k-

shop

em-

ploy

ees.

188

5.2.

6.

Dia

gnos

tics

of

the

mot

or c

ontr

ol s

yste

m


Mod

ule

obje

ctiv

es T

arge

tgr

oup

Mod

ule

outc

omes

Mod

ule

cont

ent

Mod

ule

rang

eFo

rm o

fas

sess

men

t

1. T

o fin

d th

e sy

mph

tom

s of t

hem

otor

con

trol

sys

tem

s fa

ults

.2.

To

loca

lise

the

faul

ts o

f th

em

otor

cont

rol s

yste

m u

sing

the

com

pute

rise

d di

agno

stic

s mea

-su

res.

3. To

impl

emen

t the

syst

emic

di-

agno

stic

s of

the

mot

or c

ontr

olsy

stem

s :

3.1.

To e

xecu

te th

e ro

utin

e di

ag-

nost

ics

3.2.

To ex

ecut

e the

inte

grat

ed d

i-ag

nost

ics

of t

he m

otor

con

trol

syst

enm

usi

ng th

e di

gita

l dia

g-no

stic

s sy

stem

s.3.

3. T

o m

ake

a di

agno

stic

s re

-fe

rrin

g to

the i

nstr

uctio

ns o

f pro

-du

cer.

3.4.

To m

ake a

n ex

peri

ence

bas

eddi

agno

stic

s.4.

To d

efin

e the

reso

urce

s for

the

diag

nos

tics

op

erat

ion

s –

mat

eria

los,

con

sum

able

s et

c..

5. T

o se

ttle

the

plan

of t

he d

iag-

nost

ics o

pera

tion

s.6.

To

chec

k th

e va

lidit

y of

the

diag

nost

ics r

esul

ts, t

o ve

rify

the

qual

ity

of th

e exe

cuti

on o

f dia

g-no

stic

s ope

rati

ons.

7. T

o im

plem

ent

the

corr

ecti

onm

easu

res

into

dia

gnos

tics

op-

erat

ions

.

Voca

tion

alsc

hool

stu-

dent

s, u

n-em

ploy

ed,

trai

ning

inla

bo

ur

ma

rk

et

voca

tion

altr

ain

ing

prog

ram

-m

es,

ser-

vice

wor

k-sh

op e

m-

ploy

ees.

Mod

ule p

arti

cipa

nts w

ill a

cqui

re th

e fol

low

ing

skill

s:1.

To

find

the

sym

ptom

s of

the

engi

ne c

ontr

olsy

stem

fau

lts

and

loca

lise

the

faul

ts b

y co

n-su

ltin

g th

e cu

stom

er, v

isua

l con

trol

, che

ckin

gin

act

ion,

usi

ng re

gist

erin

g of

sign

als w

ith

the

diffe

renr

t loa

ding

s of e

ngin

e and

turn

ing

spee

d,im

plem

enti

ng d

igit

al sy

tem

s of d

iagn

osti

cs.

2. T

o im

plem

ent t

he s

yste

mat

ic e

valu

atio

n of

the

wor

k of

veh

icle

eng

ine

cont

rol s

yste

m u

s-in

g th

e an

alys

is o

f the

dia

gram

s of w

ork

char

-ac

teri

stic

s, co

ntro

l of a

ctiv

ator

s, e

valu

atio

n of

the

faul

t m

emor

y co

nten

ts,

faul

t fin

ding

ac-

cord

ing

to th

e re

gula

tion

s of

pro

duce

r, st

rate

-gi

es a

nd s

ched

ules

of t

he d

iagn

osti

cs.

3. T

o an

alys

e an

d ev

alua

te t

he r

elat

ions

be-

twee

n th

e rec

eive

d re

sults

of t

he v

ehic

le en

gine

cont

rol d

iagn

osti

cs, w

hich

indi

cate

the

faul

tsan

d da

mag

es o

f the

sys

tem

..4.

To

anal

yse

and

eval

uate

the

impa

ct o

f the

engi

ne co

ntro

l sys

tem

faul

ts to

the w

ork

of th

eve

hicl

e and

the e

nvir

onm

ent.

5. T

o de

term

ine

the

reso

urce

s of

the

diag

nos-

tics

.6.

To

sche

dule

the

diag

nost

ics

oper

atio

ns.

7. T

o as

sure

the

qual

ity

of e

ngin

e co

ntro

l sys

-te

ms d

iagn

osti

cs o

pera

tion

s.8.

To

expl

ain

to th

e cu

stom

er t

he p

aram

eter

sof

his

veh

icle

eng

ine

cont

rol s

yste

m w

ork,

to

com

men

t th

e re

sult

s of

dia

gnos

tics

and

the

impa

ct o

f th

e de

tect

ed f

aults

to

the

wor

k of

vehi

cle a

nd en

viro

nmen

t.

1. T

he ty

pes o

f eng

ine c

on-

trol

syst

ems,

com

posi

tion

of en

gine

cont

rol s

yste

ms.

2. E

quip

men

t of t

he en

gine

cont

rol

syst

em d

iagn

os-

tics

.3.

The

tec

hnol

ogy

of t

heen

gine

con

trol

sys

tem

di-

agno

stic

s: ro

utin

e dia

gnos

-ti

cs,

inte

grat

ed d

iagn

os-

tics

, di

agno

stic

s ac

cord

-in

g to

the

plan

s and

regu

-la

tion

s of

the

pro

duce

rs,

expe

rien

ce b

ased

dia

gnos

-ti

cs.

4. E

lect

ric

sche

mes

and

diag

ram

s of

the

eng

ine

cont

rol s

yste

m.

5. I

nstr

ucti

ons,

sch

ems,

plan

s and

stra

tegi

es o

f en-

gine

con

trol

syst

em d

iag-

nost

ics

issu

ed b

y th

e pr

o-du

cer.

6. T

he e

nvir

onm

enta

l im

-pa

ct o

f the

wor

k of

eng

ine

cont

rol

syst

ems

and

its

faul

ts a

nd e

nvir

onm

ent

prot

ectio

n re

quir

emen

ts.

7. T

he p

lann

ing

and

qual

-ity

ass

uran

ce in

the e

ngin

eco

ntro

l sy

stem

dia

gnos

-ti

cs.

Fina

l ex-

amin

a-tio

n

360

hour

s

189

PRACTICAL POLITICAL RECOMMENDATIONS

Improvement of the employment possibilities influences theperspectives of the development of the person, social group, as well as thestate and society in the constantly changing social-economicalenvironment. The complexity of social and economical problems causedby unemployment urges to search for the certain strategies and programshow to solve them. The optimization of the existing vocational trainingcurricula provides the real possibilities to cope effectively with theunemployment through improvement of the qualification potential ofthe labor force and increasing its employability. Referring to the resultsand experiences of the Leonardo da Vinci program pilot project “Expansionof the employment possibilities through the optimization of the vocationaltraining curricula” we can present some political and practical suggestionsconcerning the improvement of the vocational training curricula.

1. The optimization of the vocational training curricula aiming atthe improvement of the employment possibillities should be basedon the principles of integration, effectivenness, correspondance tothe up-to-date requirements, partnership and reality.

Principle of Intergration means, that the optimization of thevocational training curricula encompasses a lot of factors ofvocational education and labor market: training and learningprocesses; researches of the labor market, skills needs analysis andvocational training reasearches presented in this books as well astheir results; the improvement of vocational training methodologyand methods; representation of the interests of different socialpartners and their groups; references to the experience of all theparticipants of vocational training process.

The principle of the effectiveness express the resultative and usefulapplication of the intellectual, material, technical andorganizational ressources in the process of the optimization ofvocational training curriculum.

Correspondance with the up-to-date requirements means that the

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vocational training curricula shall go together with the changesof the labor market needs. The partnership of the vocationaltraining system and the world of activities is the crucial conditionto fulfill this requirement.

Partnership principle : vocational training can provide the betteremployment possibillities only on the condition, that the world ofactivities and vocational training institutions assure the close co-operation in the creation of the training curricula, evaluation oftraining results, organization of practical training, continuousvocational training and other fields. Partnership principle alsomeans the determination of partners for the effective developmentof the co-operation by purposefuly sharing the reponsibillities andfully exploiting the advantages of each partner.

Reality principle: the vocational training curriculla aiming to theimprovement of the emplyment possibillities can be designed andoptimized only referring to the vocational, economical, social,cultural and regional realities. The designers of the vocationaltraining curricula have to set the clear targets and foresee the meanshow to achieve the goals foreseen in the curriculum, what kind ofknowledge, skills and abilities will get the trainees and how it willinfluence their employment possibillities. Assurance of thefeedback with the trainees is one of the most important factors ofthe optimization of vocational training curricula.

2. This book presents the optimization approach of the existingvocational training curricula by adding to the existing trainingprograms new modules, which correspond to the actual and up-to-date labor market needs. The authors also present the approach ofthe curriculum optimisation referring to the training based on the„learning fields“ of work. Authors recongize that there is nouniversal method how to improve the vocational trainingcurriculum. By application these and other approaches it isnecessary to evaluate many factors of the learning and workenvironment at the micro-level (aims, needs and interests of the

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trainees, qualification and skils of the trainors, experience of thetraining institution, etc.) and macro-level (vocational edeucationand training system, labor market conditions, economical andeducational policies, etc.).

3. Employers could take more active part in the development andoptimization of the vocational training curricula both for theprimary vocational training and for the continuous training. Oneof the most important issues in this case is to choose priorities ofdevelopment and optimization of continuous training curricula.This process should aim to the development of wide andpolyvalentic skills and knowledge and should not focus on thenarrow and short-term needs of the labor market. Effectivecontinuous training focused on the improvement of theemployment possibillities shall refer to the professional experienceof the trainee, but in the same time it should provide new skillsand knowledge, which are needed in the constantly changing workenvironment situations.

4. The optimization of the vocational training curricula is not possiblewithout the positive approach to the innovations and theirimplementation. Therefore is is necesary to seek for the compromisebetween the standartization of curricula and the implementationof innovations. The openness of the vocational training standardsto the improvements is the necessary condition for the optimizationof the vocational training curricula.

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Documents

FOR OPTIMISATION OF VOCATIONAL EDUCATION - uni … · Competencies necessary ... “A guide for optimisation of vocational education ... distinguishes the following curriculum designing